The 1994 Report on the Student Experience at UCE and Statistical Supplement

DOCUMENT RESUME

ED 388 139 HE 028 681

AUTHOR Mazelan, Patti; And Others TITLE The 1994 Report on the Student Experience at UCE and Statistical Supplement. INSTITUTION Univ. of Central England, Birmingham. REPORT NO ISBN-1-85920-002-8; ISBN-1-85920-003-6 PUB DATE Sep 94 NOTE 208p. AVAILABLE FROMCentre for Research into Quality, University of Central England in Birmingham, Perry Barr, Birmingham B42 2SU, England, United Kingdom (20 British pounds). PUB TYPE Reports Research/Technical (143) Tests/Evaluation Instruments (160) Statistical Data (110)

EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS College Faculty; College Instruction; *College Students; Computers; Courses; Educational Environment; Financial Needs; Food Service; Foreign Countries; Higher Education; Library Services; *Satisfaction; Social Life; *State Universities; *Student Attitudes; Student Evaluation; Student School Relationship; Student Surveys; Teaching Methods; Travel IDENTIFIERS *University of Central England

ABSTRACi This report presents the results of an annual survey of student satisfaction and dissatisfaction conducted at the University of Central England (UCE) in Birmingham. The survey polled 1,753 students in 16 classes about travel to UCE, library and computing services, refectories, student services; course organization and assessment, teaching methods and student workloads. teaching staff and teaching style, social life and self-development, financial circumstances, and the UCE environment. Results are reporte,' by faculty, type of course, mode of attendance (full- or part-time) , and location. A copy of the survey form is included in the report. A separate statistical supplement contains data tables related to patterns of use and student activities, along with tables about students' ratings of satisfaction and importance.(MDM)

*********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** UCE University of Central England in Birmingham Centre for Research into Quality Student Satisfaction

The 1994 Reporton The Student Experience at UCE

September 1994

STUDNT SATI.ACTION BEST COPY AVAILABLE

U.S. DIPARTMENT OF EDUCAYPON 'PERMISSION TO REPRODUCE THIS Educatamo Remorct and Imploweenient MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) University of Central (.1.Tim--decumnt ns bwOn reproduoodse 'scimItO I Ion, In. PriOn or omanizatoon or.ginohng d England in Birmingham 0 Almor clittnimi hays boOn mde to !mom,* moroduchon quality

Pomts of now or ocan.ons steed in true docu. TO THE EDUCATIONAL RESOURCES mord do not nocesurily roomoint official OE RI posthon or pohcy INFORMATION CENTER (ERIC) The 1994 Report on The Student Experience at UCE The 1994 Report on the Student Experience at UCE

Dr Patti Maze lan Professor DianaGreen ProfessorChris Brannigan ProfessorLee Harvey

@ Centre for Research into Quality 1994

The Universi: of Central England in Birmingham, Perry Barr, Birmingham B42 2SU

All rights reserved. No part of this publication may be reproduced, stored in a retrieval s_wem, or transmitted, in any form or by an means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher

British Library Cataloguing-in-Publicaion Data. A catalogue record for this book is available from the British Library

ISBN 1-85920-002-8

Printed by Design and Print Unit. University of Central England in Birmingham

UCE Contents

Page

1: This Year's Approach 1 1.1: Introduction 1 1.2: The Continuing Commitment to a Student Based Questionnaire 1 1.3: The Student Sample 2 1.4: The PLAN (Perceptions Linking to Action Notification) Grid 4 1.5: A Note on Acronyms, Abbreviations and Terminology 5 1.6: The Structure of the Report 7

2: Students' Overall Evaluation 8 2.1: Choosing UCE and Selecting a Course 8 2.2: Benefits of a UCE Education 10 2.3: Students' Impressions of UCE 11 2.4: Overall Satisfaction 12

3: Patterns of Use and Student Activities 13 3.1: Information Services - Library Services 14 3.2: Information Services Computing Services 18 3.3: Refectories 20 3.4: Student Services 23 3.5: Accommodation 25 3.6: Course Organisation 28 3.7: Teaching Staff and Teaching Style 31 3.8: Teaching Methods and Student Workload 35 3.9: Social Interaction 37

3.10:Self-Development . 39 3.11 Financial Circumstances 41

4: Current Student Perceptions and Patterns of Change 44 4.1: Information ServicesLibrary Services 47 4.2: Information Services - Computing Services 49 4.3: Refectories 51 4.4: Student Services 53 4.5: Accommodation 55 4.6: Course Organisation 57 4.7: Teaching Staff and Teaching Style 59 4.8: Teaching Methods and Student Workload 61 4.9: Social Interaction 63 4.10:Self-Development 65 4.11 Financial Circumstances 67 4.12 UCE Environment 69

5: Conclusions and Recommendations 70 Contents

Page

Figure 1: The PLAN Grid 4 Figure 2: Mapping of Ratings to Verbal Descriptions 6 Figure 3: Sources of Information and their Usefulness 9 Figure 4: Average Number of Books Borrowed Since September 15 Figure 5: Number of Books Borrowed Since September (1992 to 1994) 16 Figure 6: Amount Fined Since September (1992 to 1994) 17 Figure 7: Average Length of Visit (1992 & 1994) 17 Figure 8: Percentages of Students Using 'Traditional' Software 19 Figure 9: Pattern of Students' Purchases 21 Figure 10: Pattern of Students' Purchases by Time of Day 21 Figure 11: Present Accommodation of Students 25 Figure 12: Previous Accommodation of Students 26 Figure 13: Length of Time in Present Accommodation 26 Figure 14: Students Receiving 'No' or 'Hardly Any' Information 29 Figure 15: Topics of Conversations 32 Figure 16: Number of Staff Spoken to INSIDE Classes (1992 to 1994) 33 Figure 17: Number of Staff Spoken to OUTSIDE Classes (1992 to 1994) 33 Figure 18: Duration of Conversations (1992 to 1994) 34 Figure 19: Student Learning Activities and Ratings 36 Figure 20: Social Activities Engaged In 38 Figure 21: Extent of Self-Development Activities 39 Figure 22: Extent of Grant (1992 to 1994) 43 Figure 23: Financial Difficulties as a Result of Attending UCE 43

Table 1: Response Rate for 1991 to 1994 by Faculty 3 Table 2: Benefits of a UCE Education (1992/19931994) 10 Table 3: Percentage of Students Using Refectories 22 Table 4: Most Used Service for Each Faculty 23 Table 5: Amount of Information Received (1992, 1993 and 1994) 30 Table 6: Amount Spent on Books and Course Related Materials 42 Table 7: Students' Perceptions of Library Facilities for 1994 46 Table 8: Students' Perceptions of Computing Facilities for 1994 48 Table 9: Students' Perceptions of ReIxtories for 1994 50 Table 10: Students' Perceptions of Student Services for 1994 52 Table 11: Students' Perceptions of Accommodation for 1994 54 Table 12: Students' Perceptions of Course Organisation for 1994 56 Table 13: Students' Perceptions of Teaching Staff for 1994 58 Table 14: Students' Perceptions of Teaching & Learning Methods 60 Table 15: Students' Perceptions of Social Facilities for 1994 62 Table 16: Students' Perceptions of Opportunities for Self-Development 64 Table i 7: Students' Perceptions of Their Financial Situation for 1994 66 Table 18: Students' Perceptions of UCE Environment for 1994 68 Preface

This is the sixth annual report on student satisfaction and dissatisfaction basedon students' own assessment of what they consider to be the most important aspects of their educational experience at UCE. As in previous years, the survey methodology rests on a systematic and structured approach so that the main data-gathering instrument, the student satisfaction questionnaire, can be 'tailored' to students' views in order to best represent current concerns. This year, a much larger sample of students has been surveyed not only to increase the reliability of the results but more importantly, to provide a future option for detailed disaggregation of the data at the sub-faculty level. In total, 1753 questionnaires were completed by UCE students during the latter part of the spring term 1994, a 250% increase over the previous year.

The report is in two parts, the first part contains all the students' ratings of satisfaction and importance; the second part is a separate statistical supplement* containing detailed breakdowns on which the results are based.

The value of surveying students on an annual basis is twofold. The rollingprogramme enables the survey methodology to be developed whilst at the same time providing the opportunity to analyse changing perceptions over time. This year is the first year in which it has been possible to examine changes over a three year period so that trends and patterns of change can be revealed.

*Available on request 1: This Year's Approach

1.1: Introduction

The Centre for Research into Quality is continuing to develop its role as a provider of reliable and valid management information. The importance of understanding how students receive and react to their educational provision is a priority which is at the heart of the Student Satisfaction approach. The hallmark of every Student Satisfaction investigation is to ensure that the opinions of students are sampled, presented Pnd interpreted in a fair and unbiased fashion.

Since 1989 a growing body of data has been systematically accumulated about how students view their educational experience at UCE. The purpose of collecting and collating information of this type is to provide a means of informing management about user assessments of course and service provision. The value of the annual questionnaire has increased over the years not only because the reliability and validity of the survey procedure has been improved but also because managers now have access to a database which spans three years. The ability to examine changes over this extended period of time means that managers are better placed to monitor potential shifts in opinion and to be alert to perceived changes in service quality.

1.2: The Continuing Commitment to a Student -Based Questionnaire

Every year the Centre initiates and runs interactive discussion groups with a variety of students to get a 'grassroots' impression of those issues and problems with which students are currently concerned. The Group Feedback Strategy (GFS) is a methodology which has been developed in the unit to ensure that the full range of all students' views are accurately identified. This is critical since certain opinions may be vociferously expressed by some students but are not really representative of the student body as a whole. In addition, bias may enter the process of identifying issues if too much reliance is placed on staff impressions rather than on students' opinion. Staff sometimes hold misconceptions of what they incorrectly assume is important to students.

Group Feedback Strategy' (GFS)

For the 1994 survey, sixteen classes were selected as being representative of the whole institution. This selection took account of sites, faculties, year of course, level of course and mode of attendance (full-time, part-time or sandwich). With the co-operation of tutors, members of the Student Satisfaction team led discussion groups with the selected classes. Over 450 students were involved in these discussions and contributed to this first critical phase of issue identification.

Essentially, the purpose of these interactive discussions with students is to highlight both 'good and bad things' about UCE derived initially from individual students and then considered on a consensus basis. The large number of students involved in these discussions ensures that a wide range of issues are identified and these are subsequently prioritised by the student groups themselves. At the end of each GFS session all participating students are invited to rate 44 core issues and this is to ensure that a full coverage of opinions has been acl ieved.

LI Modifting the Annual Questionnaire.

It is essential that the content of the annualquestionnaire is defined by students' opinions and concerns. Of course, many ongoing issues areconsistently raised from year to year and this is only to be expected since it reflects therelative stability of what constitutes 'student-life' at UCE. This relative stability means thatthe questionnaire has required careful modification rather than complete redesign andthe changes in the last three years have been evolutionary rather than revolutionary.Although there has been a slight tendency for the questionnaire to expand as moreissues are identified this has been counteracted to some extent by out-of-date issuesbeing removed from the questionnaire.

Topics in the 1994 questionnaire are broadly in linewith the 1993 questionnaire but the reader will note from the list below that this yearthere is an additional topic called 'UCE Environment'. The topics in the 1994 questionnaire are:

Travel to UCE Library and Computing Services Refectories Student Services Course Organisation and Assessment Teaching Methods and Students' Workloads Teaching Staff and Teaching Style Social Life and Self Developmeht Financial Circumstances UCE Environment

Students are invited to respond to questions relating to:

their use of particular services / facilities orfeatures; their satisfaction with various aspects of theservices / facilities or features; the importance, to them, of the various featuresof the services / facilities or features.

Students completing the questionnaire are invited tomake open comments on every section and these comments are content-analysed toreveal whether any critical areas have been omitted. We feel confident that very few, if any,substantive areas of student concern have been overlooked in this year's survey. Thequestionnaire has been carefully developed to ensure full coverage of issuesand to identify annual changes in studentopinion.

1.3: The Student Sample

Over the years several methods of questionnairedistribution have been used in order to maximise the response rate from students. At the facultylevel this response rate has fluctuated from less than 26% to over 61% andthis has probably reflected the various procedures and individuals involved in castingthe sampling net. Achieving a large number of completed questionnaire is a laudablegoal but, unfortunately, this has generated some confusion about the importance of sample ratesand response rates. It is worth pointing out that large or small response rates are inthemselves irrelevant to survey precision. What is

2 critical is the absolute size of the randomly-selected sample, although increasing the sample size itself may only be marginally effective if the original sample is already reasonably large. The more important consideration here is the size of the categories which need to be analysed statistically. If it is necessary to make detailed comparisons between subsamples then sample size should be dictated by the size of the smallest subsample we wish to analyse.

This year in order to make more detailed secondary analysis possible, the sampling rate was increased from 10% to a 25% random sample of all registered students. In February 1994, over 4000 questionnaires were posted to students' term-time addresses inviting them to participate. Students who had not responded by Easter were sent a reminder and those who still had not replied by May were reminded once again by post.

Despite problems of keeping completely up-to-date with all students' term-time addresses, 1753 students completed and returned the questionnaire by June 1994. This represents a response rate for the whole sample of nearly 40%. The absolute size of the sample is much larger than any previous UCE annual satisfaction survey and this increases confidence in the representativeness of any results.

Table 1: Response Rate for 1991 to 1994 by Faculty (%)

Response Rate (%)

1991 1992 1993 1994

BIAD 48.3 52.0 35.3 36.6 BE 59.4 55.0 53.4 41.3 BS 44.9 47.2 45.0 38.4 C&IS 47.5 59.0 54.4 42.7 Cons 54.5 61.1 59.5 40.8 Educ 26.4 58.0 54.2 41.5 E&CT 33.7 40.0 30.9 35.7 H&SS 38.8 57.8 43.2 46.2 Total 44.7 51.7 44.7 39.8

Sample Rate (%) 5 5 10 25 Absolute Sample Size 391 436 730 1753 1.4 The PLAN (Perceptions Linking to ActionNotification) Grid

Linking students' ratings of satisfaction andimportance to potential management intervention strategies has been shown to be a cogent andinfluential means of using students' perception of their educational experiencein guiding management planning. For convenience, the approach has been dubbedthe PLAN Grid and the generic outline for the PLAN Grid as used in this reportis shown in the figure below.

Figure 1: The PLAN Grid

Higher Importance

A A

.1 1171'1.11171' l'1"11

Lower Importance

Implications for management Identified asAreas on the Figure

A = Maintain Quality C Restrict Management Attention a = Review Progress c =Only Limited Concern A' =Investigate Scope for ImprovementD = Intervention Priority B =Control Overkill d = Consider Intervention b = Possible Overkill

4 1.5: A Note on Acronyms, Abbreviations and Terminology

In this report the following acronyms and coding conventions are used. They are included here rather than in an appendix since the reader needs to be aware of what these mean prior .to reading the main body of the report.

Faculties:

BIAD -Birmingham Institute of Art and Design BE -Faculty of the Built Environment Bus Business School C&IS Faculty of Computing and Information Studies Cons-Birmingham Conservatoire Educ Faculty of Education E&CT -Faculty of Engineering and Computer Technology H&SS Faculty of Health and Social Sciences

Type of Course:

Prelrious surveys have adopted the convention used by the 'funding councils'; namely postgraduate, undergraduate and other, where 'other' included HNC and HND courses. The same convention has been used except that HEFCE are using the term undergaduate rather than degree. More importantly some courses; notably HNC and HND, are now included in the undergraduate category rather than in the 'other' category which now mair y comprises FE and Professional courses.

PG Post-Graduate UG Degree (includes HND and HNC) Oth Others e.g. Professional, City and Guilds, etc.

This difference in classification will have to be taken into consideration when comparing the 1993 & 1994 results with those from previous years.

Mode of Attendance:

FT Full Time PT -Part Time Snd Sandwich

Other Acronyms:

not significant p< 0.05 p< 0.01 p < 0.001

.4 t-7) 5 tAw Labels:

For clarity of interpretation the graphical and tabular presentations of results are labelled as FIGURES and TABLES in the main report and as GRAPHS and FRAMEWORKS in the Statistical Supplement.

Percentages:

All categorised percentages which occur in any graph, table, figure or framework are calculated using the frequency of the parent category (for example BIAD, PG, FT) as the base, rather than the total frequency of the sample. This renders the results more comparable across the categories being examined.

The use of English with Rating Scales:

To ensure consistency in the subsequent discussion and interpretation of students' ratings of satisfaction and importance, the following mappings of mean rating to verbal descriptions has been generally adhered to:

Figure 2: Mappings of Ratings to Verbal Descriptions

4 7 Point Scale

3 4

4 5 Point Scale

Very Fairly or Fairly or Very Moderately Moderately Dissatisfied/ Dissatisfied/ Satisfied/ Satisfied/ Unimportant Unimportant Important Important

6 1.6: The Structure of the Report

This main report consists of five sections as shown below:

1 This Year's Approach; 2 Students' Overall Evaluation; 3 Patterns of Use and Students' Activities; 4 Satisfaction, Importance and Managerial Implications; 5 Conclusions and Recommendations.

In addition the Statistical Supplement, which contains the detailed data summaries, is bound separately. This supplement contains two types of data tables which are called Activity Frameworks and Evaluation Frameworks. Activity Frameworks contain information relating to patterns of use and student activities whereas Evaluation Frameworks present information about students' ratings of satisfaction and importance.

The Activity Frameworks contain the summary data on which the discussion contained in Section 3 of this report is based. The Evaluation Frameworks are the data which support the discussion of management implications contained in Section 4 of this report.

Although these data-presentation frameworks are presented separately in the Statistical Supplement, both types of framework contain information relating to the eleven areas listed below:

Information Services Library Services; Information Services Computing Services; Refectories; Student Services; Accommodation; Course Organisation and Assessments; Teaching Staff and Teaching Style; Teaching Methods and Students' Workloads; Social Life; Self Development; Financial Circumstances.

Each framework (both Activity and Evaluation Frameworks) presents student ratings aggregated in the following ways:

by faculty; by type of course; by mode of attendance; by locations (where appropriate). 2: Students' Overall Evaluation

This section presents summary findings related to the following areas of the questionnaire:

2.1:Choosing UCE and Selecting a Course (Evaluation Frameworks 1 and 2; Statistical Supplement)

2.2:Benefits of a UCE Education (Evaluation Frameworks 3; Statistical Supplement)

2.3:Students' Impressions of UCE (Evaluation Frameworks 4; Statistical Supplement)

2.4:Overall Satisfaction (Evaluation Frameworks 5; Statistical Supplement)

2.1: Choosing UCE and Selecting a Course

There are many reasons why students come to UCE to pursue their educational and training goals. During the sequence of events which precede the final choices that students make, they are subject to many influences which can shape their preferences. Some of these influences are subjective and internal and are rooted in their individual personality. Other influences are more objective and external but these may be no less influential in guiding the decision-making process which all potential students undertake as they approach the transition to further and higher education.

Irrespective of any subjective consideration of personal needs and values, the role of good quality objective information about life at UCE aimed at explaining what it is really like to be a student on a particular course is of critical importance. If students are to feel that they are being treated fairly then it is important that their expectations andaspirations should be in accord with the reality of student life.If students have been given a fair and balanced view of student life at UCE then it is less likely that they will become dissatisfied and more likely that they will actively embrace the opportunities available to them of achieving a good quality education..

In practical terms, prospective full-time students are dependent on higher education handbooks, prospectuses and publicity material in order to gain some understanding about institutions and the ever increasing and complex range of programmes of study options. As well as using these information sources, prospective part-time students tend to get their information through a different 'mix' of information channels. For these students, not only employer links with the university but also the recommendations of past students employed in their firms, are influential in shaping course selections. As in previous years, this year's ratings of the perceived usefulness of UCE information remains realatively low. [Activity Framework I and 2 in the Statistical Supplement.]

8 15 Figure 3 illustrates that students feel they were not particularly well informed by any of the information sources identified.

Figure 3: Sources of Information and their Usefulness

Very Useful General Information 7 m Helpfulness in 'am Course Selection

(..) E .c V .,..f.,. 4, 4 .92 5 ?. 0 -0 a 11 a 4:: g

These results present a general impression of unhelpfulness although a more detailed examination shows there are some fluctuations in students' ratings between faculties, types of course and modes of attendance. [Activity Frameworks 1 and 2 Statistical Supplement.] For example, students within some faculties consider that attending an interview is a fairly useful method of gleaning information. Career services located at previous places of study received a surprisingly poor rating for providing useful information and there may be scope to improve the quality of this important information source through a UCE-driven initiative. 2.2: Benefits of a UCE Education

One open question in the quostionnaire invites students to state what they consider tobe the most important outcomes or benefits of the time spent at UCE. Allreplies to this question were coded into nine discrete categories.

Table 2 compares the percentage outcomes or benefits for the student body as awhole for the last three year's surveys.

Table 2: Benefits of a UCE Education (1992, 1993, 1994)

-, v,

cd o o>-, C...) a. 7d

L. ed > C.A 2 c 0.3 1992 . 57.3 8.3 17.2 17.7 41.7 2.3 1.0 0.5

1993 40.3 16.8 13.7 18.2 37.1 13.4 2.1 1.2 0.7 1994 39.5 14.4 20.0 23.9 50.4 21.5 1.3 1.7 2.5

An examination of Table 2 suggests some interesting shifts in students'values over the last three years. In 1992 and 1993 personal development was the mostimportant expected outcome although this year the most important expected outcome canbe seen to be gaining a qualification (endorsed by over 50%of the student body). In a similar shift, enhanced career or promotion prospects has moved up the outcomepriority list. Interestingly, the percentage endorsing increased employability has reducedslightly and this may reflect a general pessimism about employment prospects.

However, these changing patterns are not uniform across faculties, and someperceived outcomes are associated with certain faculties more thanothers. [Activity Framework 3 , Statistical Supplement.] For example, only 6.3% of BIAD studentsmention increased employability whereas 23.3% of Education students do so. Similarlyonly24.2% of Conservatoire students mention qualifications as a benefit whereas 52.2%of H&SS students do so.

1 7 1 0 Undergaduate students are relatively more concerned about obtaininga qualification than are postgraduate students although the converse is true for the outcome 'desire for excellence/understanding'.

Since they are generally in employment, part-time studentsare understandably more concerned than are full-time students with enhancing theircareer or promotional prospects. The converse is true for increased employability. The full pattern of changes from 1992; through 1993 and to 1994 can be seen in greater detail for individual faculties by examination of Activity Framework 3 in the Statistical Supplement.

One view of consumer perception considers that the degree to which expectations,kre met is the key factor in determining the subsequent levels of felt satisfaction. Inour attempt to better understand the role of student satisfaction within the widerarena of organisational quality, it is clear that students' expectations themselves fluctuatea great deal across faculties and courses and this variability highlights the importance of understanding the different needs, values and aspirations of many different kinds of students inany serious attempt to tackle the quality issue.

2.3: Students' Impressions of UCE

Students were asked to rate the extent to which they found the followingas helpful as they expected they would be and then to rate the extent to which they would recommend the following to a friend or colleague:

UCE Their Faculty Their Department or School Their Course

There is a distinct tendency for positive ratings to increaseas the frame of reference of the question becomes more restricted. [Activity Framework 4, Statistical Supplement.] In other words, courses are generally seen more positively than departmentsor schools, which in turn were rated more positively than faculties, which in theirown turn tended to be seen more favourably than UCE as a whole. In the previous report, it was noted that these results were important because they suggest that studentsare less satisfied with increasingly remote organisational structures. This may indicate thatone general strategy for elevating levels of satisfaction may be to foster the development of small-scale organisational structures which are not so large and distant that they discourage student identification and involvement.

Among other things, students were asked to consider how their timeat UCE related to their actual or potential career. Broadly, most students considered that they hadsome understanding of how to proceed on their chosen career path and essentially thesame pattern of results occurred across all categories.

3 2.4: Overall Satisfaction

Students' were asked to indicate their overall percentage satisfaction with the following:

UCE as a whole Faculty Department/School Course POtential Career Prospects

On the whole students appear to be broadly satisfied although there are some relative peaks and troughs. [Activity Framework 5, Statistical Supplement.]For example, Education students seem particularly satisfied with their course and their career prospects, whereas BIAD students, although satisfied with their course have a relatively low satisfaction rating for their career prospects.

A similar pattern is shown by part-time students whose average course ratings arehigher than their average career prospect ratings. Students from the Conservatoire are generally less satisfied with UCE as a whole than are students from other faculties althoughtheir ratings for other aspects of the university have improved from last year.

These overall ratings of satisfaction may be viewed as relatively encouraging although consumer research has repeatedly demonstrated thatglobal ratings of satisfaction, which are not linked to specific issues, may reflect ratercompliance as much as real feelings about quality of services. Consequently, globally positive ratings of satisfactionoften mask areas of dissatisfaction and it is always necessary to dissectgeneral areas in order to accurately pinpoint real levels of satisfaction in specific areas of concern.

12 3: Patterns of Use and Student Activities

In this section of the report the following eleven areas are discussed:

Information Services Library Services Information Services Computing Services Refectories Student Services Accommodation Course Organisation and Assessments Teaching Staff and Teaching Style Teaching Methods and Students' Workloads Social Life Self-development Financial Circumstances

For the sake of clarity and brevity, the results in each of the eleven areas are included as brief statements under each of the following headings:

1 Patterns of use and student activities

Included under this heading will be any notable features or differences in patterns of use or student activities between faculties, mode, type of student and locations where appropriate.

2 Changes in patterns of use over time

Under this heading will be included any notable changes over time from 1992 through 1993 to 1994.

The results presented in this section are selective, they only touch upon those issues which stand out as immediately significant. There are many more results contained in the Statistical Supplement than are included here and certain readers may like to examine the Activity Frameworks in the Statistical Supplement in order to focus on those aspects which are particularly pertinent to them.

This involvement of the reader is an important point because the information which is provided in the Statistical Supplement should only be used as the starting point to focus On organisational issues. The people who are best placed to diagnose the causes and consequences of these organisational issues are those managers and members of staff who have the experience and understanding to see what these numbers might mean in their appropriate organisational context. 3.1: Information Services - Library services

The library is an essential service for most students although a small percentage of all students (5.5% of the total sample) report that they use no library at all (neither UCE nor external libraries). This percentage is a little less than the `non-use' figure reported in last year's survey (when 9% of the total sample claimed no library use). The main reasons for not using UCE libraries are 'not enough time'(1.4%), 'not applicable/no need' (1.3%), 'library closed when needed' (1.1%) and `no wanted books' (1%).

The main Perry Barr library is used by 66.3% of students; the other UCE libraries are used by far fewer students. [Activity Framework 6, Statistical Supplement.]

3.1.1: Patterns of lise and Student Activities

Over 90% of all students use a library at least once a term, 83% of all students use a library at least once a month, 59% of all students use a library at least once a week and 11% of all students use a library every day.

8% of part-time students never use any UCE library, whereas less than 1% of other students (both full-time and sandwich students) report never using any UCE library facilities.

Students from different faculties tend to use the library facilities in different ways. For example, Conservatoire students tend to have a more frequent pattern of library visits than other students; 29% of Conservatoire students use the library at least once a day whereas only 6% of BE students do so. Similarly, 7% of Conservatoire students use the library more than once a day compared to less than 1% of BE and Education students.

Students from some faculties express a greater preference for weekend library opening, particularly Saturdays. 81% of Conservatoire students prefer the library to be open on a Saturday whereas only 41% of BIAD students expressed this preference. Over a third of the respondents (38%) would like the library to be open on a Sunday and this is particularly the case for sandwich students (49%). In contrast, only 19% of BIAD students preferred Sunday library opening.

The average length of time spent in the library is reported to he about an hour and a half. Students from the Business, C&IS and E&CT faculties all report spending a greater length of time during an average library visit, whereas BIAD, BE, Conservatoire and Education students all report spending less time than average on each visit. H&SS students report spending an average length of time visiting the library.

The average length of library visit varies a great deal between library site ranging from 31 mins at Vittoria/Branston St. to lhr 33mins at Perry Barr.

C. 14 4 The average fine since September for all students in the sample is less than a pound (average of 73p). However, for H&SS students and sandwich students the average fine is over a pound (£1.13 and £1.16 respectively).

The number of books borrowed since September varies from site to site and from faculty to faculty. Conservatoire students tend to borrow the most books (27 books on average) whereas Business students tend to borrow the fewest (14 books on average). On average part-time students tend to borrow less than half the number of books compared to full-time and sandwich students (11 compared to 22 since September). Undergraduate students borrow more than postgraduate or other students (on average 18, 17 and 12 books respectively since September). Figure 4 below details some of these results.

Figure 4: Average Number of Books Borrowed Since September

30]

a a C cc9 0? o cf) 0 0? L1.1 3.1.2: Changes in Patterns of Use

There has been a tendency, in some faculties, for the number ofbooks borrowed to decline over the last three years (Figure 5). This is particularlythe case for books borrowed by students in the Education and H&SS faculties. The reasonsfor this are not fully apparent yet Figures 6 and 7 show that both the size of fineshas generally declined and in addition average length of visit has increased. Taken as awhole, these figures seem to suggest a change in strategywith respect to students' behaviour in their usage of library facilities.

Rather than tending to borrow books there may be a slight compensatorytendency for students to spend more time reading the books in the library.This strategy is advantageous to the student insofar as it reduces the possibilityof being fined, however, it has the disadvantage of adding to pressure on use of spacein the library. Perhaps the best way of viewing these results is to see them as an illustrationof the way in which changes in library regulations are reflected in changes in students'behaviour and these consequences may either be positive ornegative in their overall effect with respect to the quality of library service.

Figure 5: Number of Books Borrowed Since September(1992, 1993 & 1994)

E1992 1993 M 1994

35-

16 Figure 6: Size of Fine Since September (1992, 1993 & 1994)

El 1992 0 1993 1994

1.60. 1.40- 1.20- 1.00- 0.80- 0.60- 0.40 0.20 0.00 BIAD BE Bus C&IS Cons E&CT H&SS

Figure 7: Average Length of Visit (1992 & 1994 -data for 1993 unavailable in this format)

0 1992 El 1994

01:40-

01:26-

01:12-

00:57-

00:43

00:28

00:14

00:00 BIAD BE Bus C&IS Cons Educ E&CT II&SS

3.1.3: Additional Areas of Interest or Concern

Further stastical details of library usage and changes over time can be found in the Statistical Supplement, Activity Frameworks 619. 3.2: Information Services - Computing Services

As computer technology becomes more vital to both work and studyactivities it is essential that students are familiar with the tools of this new technology sothat they are able to support their learning activities in the most effective ways.

3.2.1: Patterns of Use and Student Activities

Different courses require different levels of computer usage and this isreflected in the ratings of the various faculties. Not surprisingly, studentsfrom the C&IS and E&CT faculties report the highest course requirements for computers andstudents from the Conservatoire report the least.

A surprisingly large number of students report never usingUCE computers (64.3% of the complete sample). 46% of BIAD students report never usingU :E computers and even 13% of C&IS an,l E&CT stidents report neverusing UCE computers.

The most frequently cited reasons for not using UCEcomputing facilities are 'no need/not applicable to course' (10%), 'prefer to use own'(10%), 'access problems' (5%) and 'training and support problems' (5%).

Students from the C&IS and E&CT faculties tend to use computers more atUCE than students from -Aher faculties. This higher level of computer useis matched by the same students reporting higher computer usage at home.H&SS, Education and Business students use computers at home more than they use computers atUCE.

Computing sessions may be of variable length but on average areestimated to be lhr 48 mins averaged for all students. This ranges from an averageof 51 minutes for Conservatoire students to an average of 2hrs 24mins for E&CTstudents.

There is an association between types of computer packagesstudents used at UCE and the faculty to which they belong. Predictably,word-processing is the most popular application being used by over 65% of all studentsalthough only 14% of Conservatoire students use this computer application.Spreadsheets are used by over a third of all students and morespecifically by approximately one half of students from BE (52%), Business (48%), EC&T (46%) and C&IS(41%). It is noteworthy that CAD packages are used by 64% of E&CT students.

3.2.2: Patterns of Use and Student Activities

This year the format of the questions relating to extent of useand frequency of use of computers has changed and the purpose ofthese changes is to provide more useful data from 1994 onwards. Unfortunately, these changesmake direct comparisons with previous annual results somewhat difficult. However, rescalingitems from earlier questionnaires strongly suggests that there is a growing trendfor some courses to require greater use of computers.

18 Similarly, it is clear that some students are making greater use of computers and this is reflected in bcth increased frequency of use Ind length of session time.

The figure below denotes the percentage of students using the three 'traditional' software packages (word-processing, spreadsheets and databases).

Figure 8:Percentage of Students Using 'Traditional' Software Packages (1992, 1993 and 1994)

1992 E 1993 Ei 1994 70-

60-

50-

40-

AWN

Spreadsheets Databases Word processing

The use of standard statistical packages is beginning to become more widespread throughout the University although we have no information about level of package expertise. As an increasing proportion of students move from being simply aware of computers and their wide range of applications to actually using them to support their studies it is apparent that the issue of skill and expertise in using these applications will need to be assessed in future surveys. This will have to be addressed if the Student Satiscation Research team is to gain a more detailed understanding of the impact of the new information technology on students' study patterns.

Further statistical detail of usage of computer technology and changes ove- time can be found in the Statistical Supplement, Activity Frameworks 20-23.

d 3.3: Refectories

The wide range of refectories and food outlets which are located around the varioussites of the University aim to provide a good standard of catering service to students and changes are continually being introduced to meet this goal.

3.3.1: Patterns of Use and Student Activities

75% of all students use refectories and food outlets at least once a week and 38%of all students use them at least once a day. There are differences in frequencyof use of refectories between students from different faculties. For example, 57% of Conservatoire students use the refectory at least once a day although only 28% of Business students use refectories that frequently.

Taken as an average, students on the whole would prefer refectories to be open at about 9.00 am and to close just before 6.00 pm. Full-time students prefer both an earlier opening and closing time than the times preferred by part-time students (difference of about a hour in the morning and about half an hour in the evening)and these differences probably reflect attendance times.

There are differences between students from different faculties with respect totheir preferences for opening hours of the refectories. Students from the BE faculty would prefer an earlier opening time (8:12 am) oil average, whereas those from the Education faculty would prefer a later opening time (10:25 am) on average.Similarly Conservatoire students would like the refectory to stay open until 7.00 pm inthe evening whereas BIAD students are content to see refectories shut before5.00 pm.

Full-time and sandwich students tend to use the catering facilities morefrequently than part-time students. Nearly 60% of full-time and sandwich students use the facilities at least once a day whereas only 11% of part-time students use the facilities this frequently. However, 63% of part-time students use the catering facilities atleast once a week and this probably reflects their patternof attendance.

Figure 9 shows the pattern of students' purchases daily, weekly and less than once a week. Main daily use is the purchase of drinks, main meals are purchasedless frequently.

Refectories and food outlets are used less for food purchase in the early morning although 22% of students buy drinks at that time. As the day progresses, moredrinks and food tend to h. purchased up to lunchtime after which there is a declinein purchasing sandwiches and main meals. In the evening drinks and snacks are bought by 16% arid 11% of all students respectively (Figure 10).

2,7 20 Figure 9: Pattern of Students' Purchases

Drinks Snacks la SandwichesIII Main Meals

50 45- 40- 35- 30-

25 20- 15- 10- 5-

Daily Weekly Less than once a week

Figure 10: Pattern of Students' Purchases by Time of Day

0 Drinks E Snacks Ei Sandwiches 1. Main Meals

50.0 45.0- 40.0- 35.0- 30.0- 25.0- 20.0- 15.0- 10.0- 5.0- 0.0 Early Mid- Lunchtime Mid- Evening Morning Morning Afternoon

2z 3.3.2: Changes ;n Patterns of Use

The frequency and pattern of use of students using different refectories has remained relatively stable over time. Table 3 details percentages of students who reported using the various refectories over the last three years.

Table 3: Percentage of Students Using Refectories

1992 1993 1994 I

None 13.6 11.6 7.4 Baker QUAD 26.5 31.0 29.2 Baker 3rd 2.0 2.1 0.9 CENFAC 18.9 19.9 11.9 Dawson 4.0 5.3 2.1 Edge (Health) 4.6 6.8 4.4 Gosta Green 7.7 6.4 5.6 Bournville 3.8 1.6 3.6 Westbourne Rd 5.8 8.1 6.5 Conservatoire 2.8 3.4 2.1 Vending machines only 0.9 0.5 0.2 External 1.0 1.4 1.0 Many UCE outlets 14.4

Taken overall, Table 3 shows that there has been a small but consistent decline inthe percentage of students reporting that they use no UCE cateringfacilities at all although different outlets are associated with different patterns of usage. It is worth noting that 14.4% of all students report that they use many different catering outlets at UCE.

Many students are short of money and there is a small but persistent suggestionthat food prices should be cheaper. However, it is the case that prices of food and drink atUCE compare favourably with those at other institutions andclearly there is a point beyond which price reductions may impact on quality.

Further statistical details of usage of refectories and changes over time can be foundin the Statistical Supplement, Activity Frameworks 24-27.

22 3.4: Student Services

The student services section of the questionnaire has retained the same format this year as last year and aims to gather students' opinions about the range of student services available at UCE.

3.4.1: Patterns of Use and Student Activities

Not all students are aware of the existence of the different student services at UCE. Whereas 72% of all students are aware of the careers service, only 48% of all students are aware of the existence of the financial service. These differences in levels of awareness may depend on the location of particular services and are also re'. ated to faculty, type of course and mode of attendance. For example, over 80% of students from the C&IS and E&CT faculties know there is a careers service compared to less than 60% of BIAD students. Approximately 70% from the Education and H&SS faculties are aware of the nursery service whereas less than 40% of BIAD students know such a service exists. 81% of Conservatoire students are aware of the medical service and this figure is much higher than the percentage of students from all other faculties.

Generally, part-time students are less aware of the existence of student services than are full-time and sandwich students. This may reflect the fact that part-time students are more Eke ly than full-time students to have access to similar services outside the university environment. Similarly, more undergraduate students know about the availability of student services than do postgraduate or other students.

There are differences in the patterns of use of the different services. The careers and medical services are used by 17% and 16% of students respectively whereas the nursery and chaplaincy services are used by only 2% of all students. There are differences in levels.of service use across faculties, type and mode of attendance. Table 4 shows the three most used services for each faculty and illustrates clear faculty differences in patterns of service use.

Table 4: Most Used Service for Each Faculty

1st % 2nd % 3rd %

BIAD Medical 19.5Careers 7.0 Financial 5.4 BE Careers 16.9Medical 15.7Counselling/Financial 6.0 Bus Careers 24.5Medical 12.9Financial 4.9 C&IS Careers 22.7Medical 21.5Financial 6.1 Cons Medical 31.0Counselling 9.5 Chaplaincy/Financial 4.8 EduC Medical 13.2Careers 11.2Financial 4.6 E&CT Careers 25.8Medical 15.7Financial 9.0 H&SS Medical 14.0Careers 8.3 Counselling 5.7 Almost all students believe that UCE should provide the full range of services. 79% of all students consider that UCE should provide a chaplaincy service and over 90% of all students consider that UCE should provide all other services.

Despite the fact that the vast majority of students consider that UCE should provide the full range of student services, only the medical and careers services are used by more than 10% of all students.

Further statistical details of usage of Student Services and changes over time can be found in the Statistical Supplement, Activity Framework 28.

3.4.2: Changes in Patterns of Use Over Time

Student awareness of the availability of the various student services and their pattern of service usage has remained broadly similar over the last three years .

24 31 3.5 Accommodation

The location, comfort and convenience of accommodation is an important factor in determining the well-being of any student.

3.5.1: Patterns of Use and Student Activities

More full-time students rent accommodation (53%) compared to part-time students (8%), and more part-time students are owner occupiers (66%) compared to full-time students (Figure 11).

Figure 11: Present Accommodation of Students

Full Time Students Part Time Students

UCE Rented nOwner LIIUCE ElParents/ 1111Other Halls PPU Relatives Figure 12: Previous Accommodation of Students

Full Time Students Full Time Students

UCE Rented Owner flUCE riParents/ 1111 Other Halls PPU Relatives

Full-time students are more likely to have changed accommodation as partof attending UCE than part-time students (Figure 12).

Part-time students are more settled in their accommodation thanfull-time or sandwich students (Figure 13).

These patterns of changes in accommodation reflect both theattendance commitment and the different demands associated with being a full-time,part-time or sandwich student.

Figure 13: Length of Time in Present Accommodation

Full Time Students Full Time Students

Sandwich Students Ei Less than One Term

0 One Term - One Year

n Between 1-3 Years

ElOver 3 yearN

26 3,3 3.5.2: Changes in Patterns of Use Over Time

Obtaining suitable accommodation is a very real concern for many students and this remains an ongoing source of worry. New Halls of Residence have been built at the Perry Barr campus. The effects of this development are expected to become evident in the responses to next year's annual survey.

The need to obtain accommodation means that students require reliable and up-to-date information about current properties to let in order to maximise their chances of finding somewhere suitable to live. Recently, the university has introduced changes in the accommodation service in order to facilitate this search.

Further statistical details of usage of accommodation and changes over time can be found in the Statistical Supplement, Activity Frameworks 29-31.

-1 27 3.6: Course Orpnisation

In this section of the questionnaire, students were asked to ratethe amount of information they considered they had received with respect to the following areas;

What is expected of them as a student Administration and organisation of courses Course syllabus Specific modules Timetable Notification of assessment procedures

Students sometimes feel that they have not been given sufficientinformation about how their course is organised, or think they are not fully informed abouttimetabling arrangements or even have little sense of the purpose anddeadlines for various assessment procedures. Some students feel thatthey do not have sufficient guidance essentially about what is expected of them in order to fulfil their courserequirements and assessment procedures.

3.6.1: Patterns of Use and Student Activitks

In general, students tend to think that they receive only amoderate amoUnt of information about what is expected of them as a student. On average,students consider that they receive more information about timetables and assessment notifications than they do about syllabi or teaching modules. Studentsfeel they are not well informed about the administration andorganisation of their courses. However, the quality of perceived information provision varies acrossfaculty, level of course and mode of attendance.

About 1 in 10 students feel they have received no, or hardly any,information about aspects of course organisation (Figure 14).Ideally, this figure ought to be zero for all these aspects.

ju 28 Figure 14: Students Receiving 'No' or 'Hardly Any' Information

1 5

1 0

0 `'.5' 'g, t I 12 -8 8 . _ 3 1-5 i I 0 i i 8 E < a'6. H 1 I t.,, 0 < Q-

What is expected of students is an important dimension and this varies to some extent across faculties and level of course. Education students report receiving more information about what is expected of them than other students. In particular students from the Conservatoire feel relatively ill-informed in this respect.

3.6.2: Changes in Patterns of Use Over Time

Table 5 summarises percentages of students who report receiving either 'none' or a 'great deal' of information over the last three years. Table 5: Amount of Information Received (1992, 1993 and 1994)

% Receiving No Information% ReceivingA Great Deal Type of Information 1992 1993 1994 1992 1993 1994 Administration & organisation 2 4 4 10 7 10 Course syllabus 2 2 2 14 15 17 Modules/Parts of course 1 1 2 12 14 17 Time table 3 1 2 19 ;,0 22 Assessment procedures 5 3 3 13 15 21

Apart from information about course administration and organisation, thereis a slight but consistently increasing trend for some students to report that theyfelt they have received 'a great deal' of information in all of the other areas (Table 5). Those reporting receiving a great deal of information about the notification of assessment procedures has increased noticeably over the years and there is acorresponding decline in the percentage of all students reporting that they received'no' information.

Providing clear and accurate information about course organisation and assessmentis critical to students. It is clear, however, that students have differentexperiences with respect to information of this sort.. Some students reportthat they received a great deal of information whereas a small but consistent percentage ofstudents report never receiving any information. For this group it may be the case that no amountof information can successfully quell their feelings of anxiety and insecurityabout their studies. On the other hand, this group may somehow miss out on thereceipt of information or fail to appreciate its significance at the time it is received.

Further statistical details of course organisation and changes over time canbe found in the Statistical Supplement, Activity Frameworks 3238.

30 3.7: Teaching Staff and Teaching Style

This section of the questionnaire has consistently supplied interesting results and consequently has remained unchanged over the last three years. In this section students are asked to give an estimate of number of teaching staff they si ,3ke to in an average week, the length of time spent in conversation with teaching staff and the typical topics of conversation.

3.7.1: Patterns of Use and Student Activities

The patterns of staff interaction are somewhat different between faculties. In some faculties students tend to interact with more staff in an average week than in other faculties. For example, over 50% of Conservatoire students converse with more than three staff a week inside teaching classes whereas only 19% of BIAD students do so. On the other hand, 10% of Business students talk to no staff in an average week compared to only 2% of students from the Conservatoire.

In an average week 10% of postgraduate students, 9% of sandwich students and 9% of part-time students report talking to no staff at all. In an average week 8% of all students talk to no staff at all inside teaching classes.

30% of all students talk to no staff outside teaching classes in an average week. This figure is particularly high for part-time students (45%) and Other students(47%). Limited attendance times mean that part-time and Other students have less opportunity to converse with staff outside teaching classes.

A number of reasons are proffered for why students do not speak to staff. The most common explanation are 'no need' and 'staff availability'. Business students cite 'no need' and 'staff availability' more frequently than do students from other faculties.

The pattern of interaction with staff shows that most conversations last either a few minutes or only a few moments (77% of all students). Only 19% of all students report spending more than 10 minutes talking to a member of staff and this ranges from about 10% of Business students to 36% for BIAD students.

Topics of conversations are categorised and ranked below. Although 'social chatting' is ranked third, it is clear that work is clearly of greater importance than social interaction during these interchanges.

31 Figure 15: Types of Conversation

Help with assignments

Course content

Social chatting

Formal assessmau

Course workload

Course organisaticti

',....W5M.Z.V.Z.NNsioZ>kbre05ZAZSRPQA's Informal assessments

Other topics

0 10 20 30 40 50 60 70 80 Percent of Students

32 ,SJ 3.7.2: Changes in Patterns of Use Over Time

Although there appear to be no dramatic changes over the last three years, there is a declining frequency for students to speak to three or more staff in a week. Thig is the case for both verbal contacts made inside (Figure 16) and outside (Figure 17) teaching classes.

More conversations are reported to last only 'a few moments' now than they did in 1992 and there are fewer conversations now that last over 10 minutes (Figure 18).

Figure 16: Number of staff spoken to INSIDE classes (1992, 1993 and 1994)

I I 1992 0 1993 M 1994

AirstM-

None 1- 2 3 - 5 5 +

Figure 17: Number of staff spoken to OUTSIDE classes (1992, 1993 and 1994)

Li 1992 EI 1993 1994 cir

None 1 - 2 3 - 5 5 +

33 Figure 18: Duration of Conversations (1992, 1993 and 1994)

LI1992 LA 1993 MI 1994

60-

50-

20-

10-

Don't talk A few A few 10 + moments minutes minutes

Staff availability is a problem perceived by many students and as studentnumbers increase it is to be expected that individual staff-student discussionswill be of an even shorter duration. However, one additional point may be worth bearing inmind and this relates to the strategies students employ to obtain contact with staff. Intheir previous places of study, some students have had little experience actively'competing' for staff time and these students may need to develop more dynamic strategies inorder to secure the individual guidance and tuition they need.

Further statistical details of teaching staff and teaching style and reportedchanges over time can be found in the Statistical Supplement, Activity Frameworks 39 -43.

34 41 3.8: Teaching Methods and Student Workload

This section of the questionnaire has retained the format used in the 1992 and 1993 surveys, but has been extended this year to include 'handouts' as a teaching method. The purpose of this section of the questionnaire is to focus on the extent to which students consider that they are receiving the 'right balance' of teaching methods used in their courses. In addition to surveying the appropriate mix of teaching methods, students are also asked to estimate the extent to which they engage in various learning activities.

3.8.1: Patterns of Use and Student Activities

Reliance on various types of teaching method varies across faculties and this is an expected correlate of the nature of teaching different subjects. For example, H&SS students consider that they receive more lectures than do BIAD students.Students from BIAD report doing more practicals than those from the Business faculty. Education students are more likely to be on placement than Business students. [Activity Framework 44 Statistical Supplement.]

Full-time and part-time students receive essentially the same pattern of teaching methods whereas sandwich students report receiving more lectures, more seminars and more placements.

Generally, students consider that the balance between the teaching methods used on their courses is 'about right', although (apart from lectures) there is a slight tendency to want more of all other teaching methods. Generally, students feel they have sufficient lectures.

In general students consider that they are not experiencing sufficient variety in teaching methods. However, students' opinions on the reliance placed on various teaching methods varies by faculty. For example, Conservatoire and E&CT students believe they have too few placements and visits.

On average students consider they spend too much time listening, taking notes and doing project work and too little time discussing issues, doing practical work and reading (Figure 19). Students feel that less emphasis should be placed on the 'traditional' lecture-dominated approach and more on 'active' teaching and learning methods. Figure 19: Student Learning Activities and Ratings

listen

Do project work Wtite/take notes Emg. Use handouts

Do practical work 11111

Work in groups Discuss work/issues

Too None A Great Tco Deal lit ti e much Extent of activities Evaluation

3.8.2: Changes in Patterns of Use Over Time

The characteristic patterns and evaluations of teaching methods and learningactivities have remained broadly similar over the last three years.

Further statistical details of teaching methods and student workload and changes over time can be found in the Statistical Supplement, Activity Frameworks 44 and45.

36 43 3.9: Social Interaction

This section of the questionnaire asks about issues relating to social activities and number of social contacts. Social life is an important component of the university experience and this is particularly the case for full-time undergraduate students. Satisfaction with the quality of social interaction at UCE may have a knock-on effect of influencing general levels of satisfaction which may in turn facilitate a student's application to his or her studies.

3.9.1: Patterns of Use and Student Activities

Only 1% of all students do not regularly talk to any students on their own course whereas 71% of all students regularly talk to more than 6 students on their course.

Over half the students from the Conservatoire (57.1%) regularly talk to more than 10 people on their course and 43% of Conservatoire students regularly talk to 10 or more students who are not on their course. [Activity Frameworks 46 and 47 Statistical Supplement.] A relatively large proportion of students only talk to students who are on their course. This is particularly the case for part-time students (62.2%).

65% of part-time students 'never' or 'hardly ever' socialise with the people that they have met at UCE whereas only 23% and 18% of full-time and sandwich students 'never' or 'hardly ever' socialise with fellow UCE students.

Frequency of socialising varies by faculty and the pattern broadly parallels the number of students communicated with. The number of close friends made at UCE also tends to follow this same pattern. [Activity Framework 49 Statistical Supplement.]

Nearly half the sample 'never' or 'hardly ever' use the Student Union facilities and only 7% use these facilities on a daily basis. There are large differences here with respect to mode of attendance with 67% of part-time students and 39% of full-time students reporting 'never' or 'hardly ever' using the Student Union facilities. There are also some differences in levels of use of Student Union facilities across faculties. [Activity Framework 50 Statistical Supplement.]Conservatoire students use them least with 80% reporting 'never' or 'hardly ever' using the Student Union facilities.

Part-time students engage in less social activities than full-time students (Figure 20). Although eating, drinking, meeting and chatting are popular with part-time students, social activities such as dating, discos, dances and sports are less popular.

37 Figure 20: Social Activities Engaged In

FT Ej PT Snd 100- 90- 80-

50 40

3.9.2: Changes in Patterns of Use Over Time

For our purposes, social interaction consists of engaging in a variety of social activities and over the last three years, the pattern of students' social activities have remained fairly stable.

The results relating to the use of Student Union facilities suggests that certain groups may under-utilise these facilities and this may indicate scopefor attracting those who rarely or never attend.

Further statistical details on social interaction and changes over time can be found in the Statistical Supplement, Activity Frameworks 46 51.

38 4 5 3.10: Self Development

As well as pursuing the specific goals of furthering their education or training, discussion with students has consistently highlighted the importance of personal development as a major outcome of the higher education experience. Figure 21 shows the extent to which all students rated how much they engage in self development activities.

3.10.1: Patterns of Use and Student Activities

Part-time students are more concerned with developing their learning skills than are full-time students and postgraduate and Other students are more concerned with developing their learning skills than undergraduate students.

The most popular self development activity is 'discussing concepts and ideas' although both 'exploring creative talents' and 'developing practical skills' were both of particular importance to students from BIAD and the Conservatoire.

The self-development activities rated greater than 5 (and therefore engaged in to a large extent) are listed for each faculty. Activity Framework 52 Statistical Supplement.

Figure 21: Rating of the Extent of Self Development Activities

AMS:' BIAD Discuss concepts or ideas with others (5.49) Debate issues (5.05) Tackle new challenges (5.43) Develop personal style (5.67) Develop practical skills (5.76) Explore creative talents (6.06) BE Discuss concepts or ideas with others (5.04) C&IS Discuss concepts or ideas with others (5.19) Debate issues (5.01) Cons Discuss concepts or ideas with others (5.02) Tackle new challenges (5.33) Develop personal style (5.60) Develop practical skills (5.98) Explore creative talents (6.14) Educ Discuss concepts or ideas with others (5.54) Debate issues (5.24) Tackle new challenges (5.18) Develop personal style (5.21) Develop practical skills (5.19) E&CT - Develop practical skills (5.05) H&SS - Discuss concepts or ideas with others (5.40) Debate issues (5.12) Develop personal style (5.07) Develop practical skills (5.12)

3.10.2: Changes in Patterns of Use Over Time

The pattern of self development activities has remained relatively stable from the previous 1993 survey.

Personal development is an important aspect of the education of most students and it is clear that most students actively pursue ways in which to broaden their personal and creative horizons. Given the importance of these issues, it may be necessary in future surveys to develdp more specific survey questions toidentify critical differences in this area.

Further statistical details on self-development and changes over time can be found in the Statistical Supplement, Activity Framework 52. 3.11: Financial Circumstances

The purpose of this section of the questionnaire is to gather information related to student grants, the costs of course materials and to the general cost of living. [Activity Frameworks 55 to 67 Statistical Supplement.]

(Please note that financial support can include other sources of funding in addition to LEA grants, but students often categorise all these forms of fintincial support as "grants").

3.11.1: Patterns of Use and Student Activities

53% of all UCE students do not receive a grant. More specifically, 28% of full-time students do not receive a grant and 94% of part-time students do not receive a grant.

43% of full-time students receive a full grant. This is 26% of all UCE students.

31% of undergraduate students receive a full grant although only 11% of postgraduate students do so.

The volume of grants differs between faculties. 41% of Conservatoire students receive a full grant compared to 19% of BIAD students. [Activity Framework 53 Statistical Supplement for full details.]

71% of all students have their course fees paid either by a Local Education Authority (LEA) (48%) or by an employer (22%). 46% of part-time students have their fees paid by an employer although only 6% of full-time students do. 90% of sandwich students and 78% of full-time students have their course fees paid by an LEA whereas this is the case for only 4% of part-time students. 19% of course fees are paid privately (that is by self, parents or relatives)

Table 6 provides a breakdown of the average amount spent on books and on course materials. The table shows that to be a student in the BIAD or Conservatoire faculties is particularly costly. Table 6: Amount Spent on Books and Course Related Materials

3 11 1 "cti 1 2 .c t c .2 0 2.1- t13 g )-. 8 'It t 0c g E '3o

BIAD 41 185 223 BE 83 78 160 Bus 93 53 143 C&IS 89 140 219 Cons 63 224 276 Educ 59 58 113 E&CT 66 92 158 H&SS 86 81 165

PG 71 114 180 UG 82 88 166 Oth 31 154 183 FT 88 118 202 PT 58 68 122 Snd 99 110 208 All 76 97 170

3.11.2: Changes in Patterns of Use Over Time

Figure 22 shows that the percentage of all UCE students receiving a full grant was higher in 1993 than it was in 1992 or in 1994.

Figure 23 compares the percentage of all students reporting 'quite a lot' or 'a great deal' of financial difficulty for 1993 and 1994 across a number of areas. (A complete breakdown of all responses to this section of the questionnaire is given in Activity Framework 69 Statistical Supplement). The figure reveals that, apart from study materials, books and photocopying, there is a slight perceived improvementin all other areas.

4 J 42 Figure 22: Extent of Grant

1992 1993 60- M 1994

No grant Full grant

Figure 23: Financial Difficulties as a Result of Attending UCE (1993 & 1994)

The difficulties students face in obtaining and managing their finances is a problem which will prove difficult to fully eradicate. Worry about money is not conducive to effective learning and although it would be unreasonable to expect UCE to be able to solve all of these problems there are numerous ways in which students can be indirectly supported in order to help minimise this negative influence.

Further statistical details of financial circumstances can be found in the Statistical Supplement, Activity Frameworks 53 - 69.

43 4. Current Student Perceptions and Patterns of Change

In this part of the report, the results of the satisfaction and importance ratings are presented as rtanagement implications in relation to the twelve areas listed De low.

Each of the twelve areas is presented as a separate section consisting of the following three components.

1. A table based on the PLAN Grid methodology for students' perceptions for 1994. At a glance the reader is able to see areas of excellence, shaded A, and areas that warrant attention, boxed D.

2. A table based on the PLAN Grid methodology collated over the last three years, 1992, 1993 and 1994.

3. i sues and implications for each section; these issues and implications highlight c ent areas of excellence and shortfall together with any noteworthy changes over tit 1 ie.

This arrangement of the results has been introduced so that the reader is able to examine the current situation and then see how this situation fits in with the results from previous years.

The reader's attention is drawn to the following points which are necessary to properly interpret the Patterns of Change tables; these tables are Tables 7a to 17a.

If there have been no changes over the three year period then only one letter representing a management implication is shown in the appropriate cell in the table.

If there has been any change over the three year period then all three letter codes are shown in the appropriate cell of the table. The first lettef in each trio refers to 1992, the second letter to 1993 and the third letter to the 1994 survey.

0r 44 On some of the tables some categories are shaded. This refers to additional categories introduced in 1993 (light shading) and categories introduced in 1994 (dark shading). 1993 introductions can have one or two letters; 1994 introductions can only be coded as a single letter.

Emerging and continuing areas of managerial priority are highlighted as boxes. Emerging or continuing areas of perceived excellence are shaded in the table.

Since this year's tables contain information relating to three years it is important that the reader does not simply rely on the highlighted areas provided but use the trends over time as a means of focusing on specific areas of concern.

r 45 '11 1-,, z0 rii ?I .5...... , n0 c: Rc) go - 7,on KeL -0 ,--i ..-i 5.-. c) c g. c 9 R. E til cn =cn 0 0.70 r? , = 0) Po A.) Cr. A) A) A) A) ra) P4 = ra) Po ApPoPoPoPoPoPoCO AvailabilityInformationRange of booksaboutof books services PI > > >, _ p P >_ P >_ P P P P.)P P >Po PPo P P >. Up-to-date books > > p p pz r.) Range of journals > : >, a. c.> = 1-...,> p :13> > pa a.. > I:. a.. >sa. > ." a. Noise levels a. > co A) a> Po > Po A) pA) CO > Ci. Po PO P) Availability of study places . : Opening hours Po , Helpfulness of staff p;,...: 0. cr a> >.;A) > A) A) A) Cr Co cr Co Po ar , co Library fines CIa- a-A) a- >CrPOPOPOLO 0 Co Ci t.) C) r-7 I CI (7) '.'. CI t: il, Obtaining course materials >_. 1:. A) CO PO CO A) A) CO A) A) A) A) P) Cr Po Multiple copies of books a- 0- 0 c...)= p a>0. a>= a> co Po P.) Po A) lo.: A) P.) PO PO CD-ROMs r. >. - AD AD A) A) AD AD AD > POA) AD > A) A) A) On-line library cataloguing PA)A)>Poj. 14) = > A) Po A: > AD SpeedAvailability of service of on-line facility c.) cz (:) = y... c., PO a> co a: a> a> a) Po : Pz A) '.;'. Po A) PO Adequate workspace Table 7a: Students' Perceptions of Library Facilities for 1992, 1993 & 1994

BE131AD a A'D A'DD A' A'DDDDA' aA'A' dad a A'aa a AaA' A' aAaabb A'a da a a a a a C& IS a A'D A'D A'D A'A'aaAA' ada dA'aaad A'A'daaA'A'aa AaA' , A'aA'A ddaaababa A' A'a baaa A' a A'a A' a a A' aa ConE&CTEdue a 1)D A'DA D D AAA' a A'aA' aad A'A'aaA'A' AA'A' A' AA'a -ott..14 abb a ba A' a A'a a A' a A' a II&SS A'aa D D 1)D A' A'aa A a ."!" sAi, AAA' a a A'a aa A' A' OthPG A'aa a A'1)D A'A'D A'1) A'1) aAA' A' a adD a A'A'a a AA'A' AA'A A' aba a a da ca a aA' a a A' a a SndPTFT a A'DD A' A'1) aA'A' a a daa A' a AAAAA'A' AA'A' AAA' acdabb a ba a A'a a a a a BournvillePerry Barr a aA'A' I) aA'A' aA'A' aA'A' aadAA dA'aA'aa AA'A' AA'A' aba a A' a a GostaWesthourne Green Rd daa a DA'D D DA'D D D aA'A' A' a A'AA' a A' a ANA' A'AA' IA aba a a bdba ConservatoireMargaret St Aaadaa A'ND A' A' A'DA' A' A"aA'dA'a A'DDA'A'daDa AA'A'A'AN AAA' A4 aA'b Cti,V71 aA' A' a dDA'a aA' a a a NoneExternalVitt/Branston St A'aadab DNN ddl3 DA'A'ddD DDA'dDD aAadaa A'aaada A' a ADA' NA'ada a aA'A' a cBhdabaab a aA'ca Cc 4.1: Issues and Implications for Library Facilities

Availability, range and up-to-dateness of books remain priority areas for students from most faculties despite some improvement for BIAD students' ratings of up-to- dateness of books and E&CT students' ratings of range of books.

Obtaining course materials and insufficient multiple copies of books were priority issues highlighted in 1993 and remain priority areas this year for students from most faculties.

Postgraduate students report increasing levels of dissatisfaction with both therange of books available and with levels of noise in the libraries. Undergraduate students are generally not so concerned about levels of noise in the libraries and this probably reflects different patterns of working in the libraries. Many undergraduate assignments require group working and this must encourage noise associated with discussion.

Full-time and sandwich students have considered availability,range, up-to-dateness of books, obtaining course materials and insufficient multiple copies of booksas priority problems for three consecutive years. Part-time students have not beenas dissatisfied although in the last two years they have reported that the availability of books is an intervention priority.

There are differences between library sites. Perry Barr is seen as having problems with relation to availability, range and up-to-dateness of books, obtainingcourse materials and multiple copies of course books. These problems are also apparent at Gosta Green and Westbourne Road

The Vittoria/Branston Street site is perceived as significantly improving with respect to availability, range and up-to-dateness of books.

Two new areas that emerged this year from the GFS sessionswere speed of service and adequate workspace. Table 7 shows that students are very satisfied with speed of service at Bournville. In addition, they consider the lack of adequate workspace to be a management priority at the Margaret Street site.

The behaviour and helpfulness of library staff is important to students andon the whole students remain generally very satisfied with this aspect of library facilities.

In 1993, students were generally satisfied with technological innovations in libraries (i.e., CD-ROMs and on-line cataloguing facilities) and this remains thecase in 1994.

47 go )4.El 0 2 -ri o..... > , i. 0 E, Cr 0.1:1 1) (?(- 7.-, p z F., g) ta.--4 oc'v!:', nc) zLnEnntzrzca Fe gCDM. =CD 0 conP3 > > cr a) > a) a) o >: a) sa a) a) a) a) >_. a) a > Pa Pa a) AvailabilityOpening hours of PCs _ _ IntegrationEase of using of PCsIT into course _ a. a a a. o. o. a. a a o. a a. HelpfulnessInformation ofabout staff facilities _i a. > a. a. a. TrainingMaintenance in the level use of of computers computes ...._ _ AvailabilityQuality of of printers, printers o > c) cc Table 8a: Students' Perceptions of Computing Facilities for 1992, 1993 & 1994

0 BIAD dda Ddd daa d d dA'aA'A'a Dd Nd A' a BE a DDd A'aa d d A'aa A'aa d Dd A'a a Bus a Ddd a a add a daa d a C&IS A' DDA' A' aA'A' A'dd A' A' DA' DID A' Con ccd cdC dDC ccC ccC dcd bdd Cd dC cC Educ a Daa A'aa ada ada A' a I D Da A'a a E&CT DA'A' A'DA' AA'A'A'dd A' AA'A' DA' A' H&SS a Daa A'aa dad d A'aA' aA'a A'a A'a a PG ada Ddd A'aa daa d aaA' A'aa aD aD A' UG A'aa A'aa a add A'aaA'A'a A' Oth a a add d a a a a

FT A'aa A' daa d A'aA'aA'A' DA' A' PT a ada A'aa aad d a A'aa d a Snd A' A' aaA' A'dd A' A' DA' DID A' None dbc dcc .abC dcC dcC dcc adc cC ac Baker NA'a NA'a daa d aA'a A'aa DA' Dd Da a Cox A'baDA'A'A'aA' dad DA'a 1147W1 A' A' AD A' Dawson aaA' ddD A'aA' ddA' dDDDA'A' DA'A' dD A' Edge a DdD A' d A' A' A' A' Library aab ada ada hdd ada aca ada Dd da da a Multiple access A' A' A' d A' A' A' Gosta Green DDA' NaA'DdD d DA'A' A' A' A' Galton aA'A' A' a add A'aaDA'A' A' Attwood DA'A' A' A' A'acl A'aA' A' DA' D A' Own PC A'da Ddc A'A'aA'Dd add A'Da A'aa Da d Dd a Feeney DA'A'DAD A' A'A'aDA'A' A' A'A'a Westbourne Rd A'aa Daa A'A'a ada A'da A' A'A'a A' A' External DA'A'DDA' A' A'dA' Dda A' AA'A' DA' A' DA' Bournville caa cad daa cA'd dad c Aa dA'a a Ad Aa a 4.2: Issues and Implicafions for Computing Facilities

Generally students are satisfied with the opening hours of computing facilities. In fact, previous problems at Gosta Green, Attwood and Feeney locations are no longer seen as management priority areas.

With the exception of students from E&CT, the availability of PCs is seen by students from almost all faculties as being an issue which has improved this year and consequently warrants slightly less concern.

The availability of PCs is reported as less of a priority at the Baker, Cox and Westbourne Road locations although PC availability is signalled as a persistent intervention priority at the Gosta Green, Attwood and Galton locations.

The ease of using PCs remains at a relatively stable level this year as does the integration of IT into course structure.

Students are fairly satisfied with the helpfulness of support staff and this is particularly the case for those staff in the Cox building.

Satisfaction with the maintenance level of computers broadly remains the same across the board this year although at the Dawson and Galton locations there appears to be a trend toward greater satisfaction with this aspect of service quality.

Training in the use of computers (an issue first introduced in the 1993 survey) is a particular concern for full-time, undergraduate and those students from the Education and H&SS faculties. There are however, some trends in the positive direction; students from the BIAD, C&IS and E&CT faculties indicate that computer training has moved from being an intervention priority. This is also the case for sandwich students and for those who use the Baker, Attwood and Library locations.

Students from the C&IS and E&CT faculties are particularly dissatisfied with the availability and quality of printers. Undergraduates, postgraduates and sandwich students also see this as a management priority.

A new issue in the year's survey is that of quality of software. Students from Westbourne Road are impressed with this aspect of the computing facilities, whereas those who use the Feeney location consider this an intervention priority. In contrast, other students are generally fairly satisfied with quality of software.

49 Table 9: Students' Perceptioni of Refectories for1994

g -a

o a) .. 42 .c ti) 4?, E 0 C.) c. _ ) 0 a, r:4 0' d D BIAD d a D d a a A' A' a d BE a a d a a a A a a a d Bus a a d a a a a a D C&IS a a D a A' a A' A' a a D Con a a D d cl a a a d Educ a a d a' a a a A' a d E&CT a a d a a a a a a a d H&SS a a d a a a ,.

a d PG a a cl a A' a A' A' a a d UG a a d a a a a a ci Oth a a d d a a a a

a a d FT a a d d a a a a a PT a a a a a a A' a a a d Snd a a d d a a a

d a a a d d None ci ci d d a d Baker QUAD a a d a a a A a d Baker - 3rd A A' d a a A A A' A' a d CENFAC a a d a a a a a d d Dawson a a D a A' A A a a a d Health a cl d a a a a d Gosta Green d a D d d a A' A' a A A' a D Bournville ci a D d A' a d Westhourne Rd a a d a a a A' D a a d Conservatoire a a D d d a a A' A' a A' Satellite A' A' d D I A' A' a a d Multiple access a a d a a a A' A. ,...-A....: A' a a Cox a a ci a a

50 60 Table 9a: Students' Perceptions of Refectories for1992, 1993 & 1994

OD 4-. ,- ,.... *64 as a) t. tA 0 .-> - t- a a 0 c.-o cl: 0 o CA o 0 , (1) LI, 0 4 (.1.-1 U a) "I = Ll- 4-1 0 a a ,...... , 0 o 0 .=- o a) ,..... -a -0 a) to ra. a) a) a cl 0) 73 o o a... .i.:,' cl = U 0 ra. c4 0' d D BIAD d a D d A'da a A' A' a d BE a a Ddd a Aaa a A A'aa a d Bus daa a d daa Daa a A'aa a a D C&IS a a DdD ada aaA a A'aA' aaA' a D Con ada aA'a D d aDd aAa AA'a AAa a d Educ a a dDd daa Daa Aaa AAa A' a d E&CT a a dDd daa aA'a a aA'a, a a d H&SS a a DDd daa A'aa aAa A'aa

a d PG a a dad a aaA' a A'aA' aaA' A'aa a a d UG a a Ddd daa Daa a a d Oth ada a d add ada a A'A'a A'aa

a d FT a a Ddd d Daa a A'aa A'aa a a PT a a a a a a A'aA' a d Snd a a DDd dad Daa a A'aa a a

d d None dad add Dlld d dDd daa aA'a a Aaa Ddd a Aaa a s. A'aa a d Baker QUAD a ., A'aA' DDd daa a AA'A' A' d Baker 3rd aaA' ,.., a d CENFAC ada a Ddd Daa Daa a A'aa A'aa a A'aA' a d d Dawson a a DdD .. a d Health a aad d a a Aaa A'aa a D Gosta Green d a D d A'dd a A'aA' daA' d a D Bournville aad A aa aA'D add AA'A' AAa A; AAA' d Westbourne Rd a A'aa dDd daa Daa Aaa AAA'A'AD a a a d Conservatoire ada aA'a D d aDd a AA'a a A' Satellite cdA' caA' add ddD cDA' aaA' dA'A' daA' d Multiple access a a d a a a A' a a a a Cox a a d a a A A ''' A'

Gi 4.3: Issues and Implications for Refectories

Students are generally satisfied with cleanliness, opening hours, speed of service and helpfulness of staff. Cleanliness in particular is rated very highly by students from the H&SS faculty. The Baker QUAD, Baker 3rd floor, Dawson, Cox and Bournville outlets are all highly rated in relation to cleanliness.

This year, there is a slight tendency for staff helpfulness not to be seen in quite such a positive light as it was last year. This is the case for students from the Conservatoire, Educucation and H&SS faculties. Similarly, at the Edge/Health bar, Bournville and Westbourne Road outlets, there are slight reductions in student satisfaction with helpfulness of staff this year compared to previous years.

There appears to be a perceived level of improvement with respect to quality of food. Over the last year or two, students report increased satisfaction with the quality of food at CENFAC, Westbourne Road and the Conservatoire.

This year, students signal that price of food is an improving area for the Baker QUAD, Baker 3rd floor, CENFAC and the Westbourne Road outlets although they are still a little dissatisfied with the level of prices. At the Dawson, Bottrnville and the Conservatoire outlets, students' views on the price of food make it a management priority.

There are two new areas on the questionnaire this year, availability of seating and price of drinks. Generally students are fairly satisfied with seating availability although their views on the price of drinks at both the Gosta Green and Bournville outlets is signalled as a management priority.

51 CA '17 11 0 C 'V MI CO cnZ Y1 n 0 2 n n CZ ..-.3 a Information about services a: a; ,.,..: .c.,_ f.., a, ..--. P `=:, Ca. =.: .^., r-', Ca. Accessibility of services Po Po Po p*:. '.1.1 fol Po =o SI) fl, =2, C.% ",-, aP Helpfulness of staff a, a, az F3 CZ 1:1) W Po P.) Cl.. foo Po Po CounsellingOpening hours service C.) a, a.) a co P., SI) C.) Pz a Pz Po 0,) w Careers related service cr o a- o cr o cr cr Po cr a- a- cr cr Chaplaincy . a. 0- A) 0- A) A) (7 Cr C) MedicalNursery/Creche service 0- 0 0 0 0 o. SupportFinancial for advice special needs 11) Cr A., A) A) cr cr tw Support for overseas students P P t::0 0. P 0. Co Po co a. 11) A) cr a Locaticiii* services *E 0 0 ..0 d b a a d a a a d a d a a a V) 0 7:1 (,) 8 0 u) t..., a.) >g 0 0 e+.4 0 da b b ca ba a b ba bc h bc a b b 1994 0 a.) a) -a ,....) 0 4-4 0 a ba cb da a a a a ac a bd a c a a.) ao ._ > 03 .- ad da ad a a ad ad a c a &1993 a) ..0 c) a.) 0)g aac a a a a 1992, ej Z cbc b abb bba a b aba bcc abb bbc a bbc abb for .- C.) aA'a a a a aaA a a a bdd a ada a abb a A U Z ...., EL U bdb b b 1 abb abb aba b b bbc b bcc b bcc b Services c) a) cy: -0 a) ccs 73 1-, V) CO U ada a a A'aa A'ad A'aa a a ada a add NA'a a a Student C.) . > a., ,,, to 0 ..- --. ti) u a bba a a a a baa a a a aad a b a of v, ,... = 0 .0 t:).0 ...1 8, 0 A'aa a a aA'a aad a a A'aa a a a a a a 4- cl ,... 0 u) .V) a.) 0 (.1.-. Q") aA'a a a A'aa A'aa A'aa aA'a A'aa a a A'aa A'aa a A'aa Perceptions x a) c.) i... 0 0 >, ...., ..a ..- (.,) c..) C.) < d a daa A'aa d a a A'aa a a add a ada A'aa Students' c.) c., ..... v) .0 ,,,. 'FY C.I... add add ada A'da aad A'aa add add add A'aa 10a: o c o . P.. o a a a a a Table BIAD BE Bus C&IS Con Educ E&CT H&SS PG UG Oth FT PT Snd 4.4: Issues and Implications for Student Services

As in previous years Table 10 shows that student services tend not to excite extremes of student opinions.

Some students consider that information about student services remains an area of some concern.

The new item on the questionnaire is location of services and this shows some variations in ratings dependent upon faculty.

53 et'.; tn. tn 3 1:..) Cost of rent/mortgage > ca > > > > > > > > w > >. >. >. >.: Comfort/convenience > > =.-. .-. Location t, )> > > f.a. > > > > a. iz:J tz) Quantity of UCE accommodation a.iz-) 0 cr CI /..-:a. a a. a. >: O. >.: a.a el aa. a. a a. a. PPU - Helpfulness of staff _ ... t5 C:, PPU - Accuracy of information a. > a. cl-M15)a a HallsHalls - Helpfulness - Comfort of staff 0, C. >..- cr I") = co '!'. '.-. ):: Izo co c., Halls - Security a.cr ... 0 wpo I. 0, eta....o.com Halls - Cleanliness (4 -0 -A-1 c) 0 cl) .... ! > )). _ ):: cost of rent/mortgage : >. > > >. Comfort/converfience _ >.> > > > > >: > >_ >_ :: >_. >, Location 2.. cl- c- c) 2 re- a. a- c.. Quantity of UCE accommodation PPU AccuracyHelpfulness of ofinformation staff g: Halls Helpfulness of staff > ,:;.: P P P L'. > > f;." P Halls - Comfort P 7. .: i..'.. P P :' rj>. D.,y Halls Security L. cr A P > > gi Halls - Cleanliness 4.4: Issues and Implications for Accommodation

Accommodation was a new section introduced into the questionnaire in 1993 and consequently this is the first year it is possible to examine any changes over time.

Cost of rent/mortgage remains an area which is not associated with high levels of dissatisfaction, although conversely these costs are not seen as a source of high satisfaction.

Students from the Education and C&IS faculties are particularly concerned about the quality of UCE accommodation and this is an area of some concern for all students, particularly full-time students.

Students are generally unhappy about the accuracy of information provided by the Private Properties Unit (PPU) and this is particularly evident for students from the BIAD and C&IS faculties.

This year, students from BIAD report improvements with both the security of halls and with the helpfulness of staff. On the other hand, students from the Education faculty consider that the cleanliness of halls is a management intervention priority.

Full-time students are particularly dissatisfied with the accommodation services and this group signals that the quality of accommodation, the helpfulness of PPU staff and the accuracy of information provided by the PPU remain management intervention priorities. In addition, the table shows that this year the views of sandwich students indicate that both helpfulness of staff and information provision at the PPU are also management priorities.

55 Cip -11 (i) LT1 C)Lri tzi cci Course organisation information > > > > ...> > > > > > > > > > > >... > > Syllabus information >> > > > > >> > > > > > > > > > > > > TimeContinuousAssessment table information assessmentprocedure information > > >. > > > C'' >>:. > > > > > > > > CI' Assessment by examination w > P > > >. > :. > v.) 0- w GroupFormal work feedback assessment > > - > > > > .-.> > > > >. > ;_-. > > >. PromptInformal feedback feedback of assignments _ 0. Complaints/grievanceNotification of changes procedure to course > >. >.-. FlodbilityEvenness ofin workloadhanding in dates 0 o 1:12 0 c., 133 A) >A3 > Co Ch) > > D) C') BeingWaiting contacted/Getting for/between classes messages messages . contacted/Getting Being >.

classes for/between Waiting Po Po P., >.: P >.; o- > p p p p c, p

dates in handing in Flexibility > '.: > t".) Aa > '', > P > >, u

workload of Evenness

procedure Complaints/grievance 0-

course to changes of Notification A u U u u > u u

assignments of feedback Prompt A

feedback Informal > > > > > A > > > A A > >

feedback Formal > > >:, » >. : » : » :

- p- assessment k r wo p Grou p p - -> > P.:; P-' Pf E. > > - - - >_

P, r., ,-> 2 examination by Assessment A A > A A - A >:. >_ > 'E_ > > >

assessment Continuous > A

information procedure Assessment > > >_ > > > >_ A > > > >_ > >

.P_ information table Time _-> A > > > > > > >. > : information Syllabus > > > > > > >_ A > > > > A > >

information organisation Course

H cn v: ,-; c4 -1- n ' 0 0 co cr co n n ;1-1 r1-1 = -,c) c c 1r - c- cn 4.6: Issues and Implications for Course Organisation & Assessments

Information about courses, syllabuses, timetables and assessment procedures are all important issues for students. Generally, this year's ratings parallel last year's ratings and it seems that students remain only moderately satisfied with most of these procedures. Consequently there may be scope for some improvement with some of these aspects of course organisation and assessment.

Formal and informal feedback are critical to students and Table 12 shows that all students consider there is scope for improvement in these areas.

The prompt feedback of assignments was an issue of real concern in 1993 for students from all faculties apart from BIAD and Business School. This year, students from the Education and Conservatoire faculties are less concerned about this issue but are still far from satisfied.

The notification of changes to course arrangements was a consistent area of dissatisfaction in 1993. This year some improvement is reported by students from the Business School, C&IS, Conservatoire and Education faculties. However there is still scope for improvement.

This year five new course organisation and assessment ratings have been included in the questionnaire for the first time. This has shown that the unevenness of workload is a real problem for most students and there is also a general dissatisfaction with both lack of flexibility in dates for handing in assignments and with the lack of a complaints/grievance procedure.

Interestingly, students are not particularly dissatisfied when they have to wait for lectures although there is a general dissatisfaction with arrangements for receiving messages or being contacted. This is particularly the case for students from the Business School and E&CT faculty.

57 rri co co 0 C) cn 3 k n co C:7 > Easy to get hold of > >>>> > > > > >> GiveApproachable good advice >>> > SympatheticAcademic/Professional > > > > > PunctualTeach clearly > > TeachWell at rightorganised pace ReliableEncourage (don't learning cancel lectures) >> >. RespectEnthuaiastic/Motivation for students . ;'.':'''::: students for Respect > » > 4> > > > > > >.;

, -1 Enthuaiastic/Motivation > > >_. > > -.'. > > >:, >, > > lectures) cancel (don't Reliable -- : > *-:'" ' > )i.', > . ' ' ;.74,;%.;

learning Encourage > > /=: : >, :*'' A._ > >. e > >

.s,.-,.- . >.. organised Well > > > >_ > 1=7_ > > > > 4 > >

pace at 1=: >_ >_. right Teach ::::*F.1.! > > > > > > > >: >

> ,L clearly Teach > >: >. >. > > > > >>> > 1>. >

Punctual > s;:-

>:.. > >: > > >. > > > Sympathetic > > : > > > > . .. , .-, ',P..>': ':::. ::;; .2.=f, ;'; , :'-.R.-',J.; o'" .! Academic/Professional ":1.*:4 > es*,c,$) > >, .15.'?,,!, 1; ..'. "':'. 2: > .: 4,',, .y,';',..:0

> 1; advice good Give > > > > > >. >. > > > >. > > - ' > . Approachable :4,'2 >: >: > >_ '::*:',. > > > : > > '

of hold get to Easy > > : > >

0 H Do n C4 a. C.) 0 -6-% H co r.i:J co n n M Cr] X -0 X 0 C/7 4.7: Issues and Implications for Teaching Staff

Staff having a sound academic or professional understanding of their subject is important to students and generally students remain very satisfied with the quality of staff. However, students from the Conservatoire, BE and C&IS faculties are not quite as satisfied this year as they were last year with this aspect of the teaching staff.

All aspects of the teaching process are seen as important to students and generally they remain moderately satisfied with these. The table identifies areas where there may be some scope for improvement and it shows that students from the C&IS faculty are not as concerned about the interpersonal area of staff sympathy as they were in 1993.

One of the main areas of student concern is the ease of contacting teaching staff and this is now a priority issue for students from the BE, Business School, Conservatoire, E&CT and H&SS faculties. Students from the C&IS and Education faculties appear to be slightly more satisfied with this aspect thi!.; year compared to last although there is scope for improvement.

Three new areas that are important to students and which have been identified through the Group Feedback Strategy are staff reliability, staff enthusiasm/ motivation and staff respect for students. Table 13 shows that students from the BIAD and Education faculties are very satisfied with these aspects of teaching staff. Students from all faculties see these areas as important but are generally only moderately satisfied.

59 cn 3 > > > >.> > > > > s- ?.f TutorialsLectures > ..--,> c- > > .:. > > Serninars/"Crits" > :-.., :-..) ;-...:. >, > >: > 0_ >_0- > ListeningPracticals etc. >> > > > >P >> >> > >> >.> > > > P: >P.' Writing/Notetaking > DoingWorkingReading project in groups work > > > > r. r.cl. ;-!:::: Doing practical work e.. eL w0- eL tw e., a. > aet. a o si. o eL ci.0- VisitSPlacements 1'. 0 > '.'. .." .;': 'f". aP > '_'. f". '!'. Discussions with staff .: ,... P. > :-. ,!.. >.> Discussions with students > > > A, > > > > > w : >>. > > A, Handouts as teaching aid n _ > FlexibilityUsing handouts of subject choice ca..;

choice subject of Flexibility - 0 > .: P >

handouts Using

aid teaching as Handouts

P >, students with Discussions > > > > > .."" > ' > >

staff with Discussions

visits =

Placements 0.- C. 0 L C.- > C.. >

pz - ' ' - P work practical Doing .i'.; 0 > > >.. >_

P, y,.: P, >. work project Doing >_ >_ > ; > z:.:" > > > > >

groups in Working >_ > > > > r= Reading > > _ > >: > r.= > > >

rz- Writing/Notetaking > > > > > >>>>>> >_ > >

> > >_ > P Listening D. E. >_ > >_ >_ > > >. > > > > > > : >; - > P > P pi- P 1Fs etc. Practicals : a- a- >_ > > > .: >_ >

Serninars/"Crits" : P > -;,. )... > ,. > !:-.-

r.:. 0- c... r:-.) c) > > Tutorials 5 P, > > > > > > >

>P Lectures > D >_ >_. A > D D. > > > > > >

> ril .5 PP g `E K° Ro L.) C) g. Ro. co co n 0 LT1 Eri x ...,1,:; c C ;_.1 c/) 4.8: Issues and Implications for Teaching Methods, Learning Methods & Workload

Table 14 shows that students' perceptions of teaching methods, learning methods and workload remain relatively unchanged from their 1993 levels. Understandably, students still consider that most of the identified teaching and learning activities are important and they are generally moderately satisfied with these aspects of their education.

An examination of Table 14 shows several areas of continuing perceived excellence. Students from both BIAD and the Conservatoire continue to be very satisfied with the arrangements for doing practical work. In 1993 H&SS students were particularly satisfied with some aspects of their learning strategies but this year their enthusiasm has been tempered to some extent.

Table 14 shows three areas that are management intervention priorities. The first two are concerned with the quality of tutorials for students in C&IS and the Conservatoire. The latter may be a-result of terminological confusion. The third management priority is the flexibility of subject choices signalled by both C&IS and by sandwich students.

Undergraduate students remain strongly dissatisfied with tutorials and the views of sandwich students also indicate this to be a management intervention priority.

New issues included in this year's questionnaire are handouts as teaching aids, using handouts and flexibility of subject choice. Generally (with the exception of the two management priorities identified above) these three aspects are associated with moderate levels of student satisfaction although there appears to be some scope for improvement.

61 a.Ci) ...,., ..-1 :1+ Q. A ) Q. ..::. A J A ) 12- Places to meet others , 0- 0- 0- 0- 0- 0- Q. c.-.' Common rooms a. o a_ :al a a. '.1=. 0- 0- 0 0 0- 0 c- Social facilities CL 0 QL 0 Q. 0 0 0- la r) 0- 0 0- ca. Sporting facilities 0. 0 0- 0 C. 0 r: o a_ > a. 0 o 0 Facilities for bands/concerts/discos A) A) A) Q. A) P 2) t' 11' > f. P la OpeningEating/drinking hours of facilities facilities . ,. ,,,...A. . ...,.. . . 0. Cr 0. 0. 11) r) P 0. Po 0. tz 0. 0- a. Student Union,:-= ,-. .,.;..,. .. - ...,-..., ..?,.:-....:,:1,- :7-,;..,,,.-,.--1,-..,. '''.;-....'...:. 4 --.-: ',.--.:,..-',-.::. '',.. . .- C4 1994 c o c +a' a) -o d d d a d a d a c a d d b d cn 0..) .. .,:. ,.... an ,... of, 0..) &1993 .. . 0 o = o .= c . c 0 a a a A'aa . A'A'a a a a a a a a a A'aa 1992, a) . . c.) C. to c - ...4 c ..... -o tr) c .... c-.5 LI-1 Ddd a a A'aA' A'aa aA'a a aA'a dda A'aa add A'aa a A'aa for Ln 0 c.) vl . "C3 cn V = o c.) v., rs .0 ,- o t.... o.) ,.., ._ ..._ (...) m LI. dcc c dcc d AA'A bad dcc c c d c d c d Facilities 0 . - 0 ,.;...: ....c 8 cl. (/) d d ddc dcd dDc d d Ddc c d dcc d c Ddd ') Social S of ,n au .....: u ,, 73 ._ ,..) c cn d d d d d dad d daa d d dcd d abc d ..r. E o: E' . E E o U dDd d d d d dad dDd d d d d d ddc d Perceptions g v) a) o 'ail 0) E o :n a) c.) ..:3 Ez. aad a a A'aa aad a aad a aad a aad a aab a Students' 15a: . BIAD BE Bus C&IS Con Educ E&CT H&SS PG UG Oth FT PT Snd Table 4.9: Issues and Implications for Social Facilities

Table 15 shows that there are moderate levels of dissatisfaction across all aspects of social facilities with the exception of eating and drinking facilities and places to meet others.

The perceived lack of common rooms remains a general source of dissatisfaction but this year is not quite so negatively viewed by students in both BIAD and E&CT faculties.

Sporting facilities are generally seen either as a matter of limited concern or as an issue which may require some management attention. Generally, students would welcome improvements in sporting facilities although students from the Conservatoire appear to be less dissatisfied than last year.

Places to meet others and the opening hours of facilities do not attract the extremes of student opinion. It appears that students are generally satisfied with opening hours although some are dissatisfied with places to meet others.

63 83 a. cn n 0 >. >. > >: _-. _.. >. Broader understanding : >. >. > > > DiscussExplore ideas other with viewpoints others > > >.'.0)>:: > > > >0)>>:>_.0)>:> > > > > > > > IncreaseEnhance self self confidence awareness c, 0, ::::*:,: g. .. >_. p >.: >. a. p . Develop creative skills >. .. :>> p > ..... Read outside subject > TackleDevelop new personal challenges style ''t-73.4:it'A, ' - ' --"'" , >_. .befer*ptadiDeve1 -",:, ,-,7 iS114;,i ''''' riirx1fl( .. p . !;._ ._ > Broader understanding "> > > > ACO P> A_ Discuss ideas with others > > > >. >_ >_> - A > > > > P >_ P >_ Explore other viewpoints > > > >_ > p > A > :A.. A Increase self confidence >_ >_ >. >_ : A. >_ ,.E, P .>- >_ Enhance self awareness P P : pi" - P - P ;,;" Develop creative skills P P> );' . .?f:PPc:Y;::PPP =" > > > P Read outside suLject ,,A, =PP _ > . TackleDevelop new personal challenges style ::: > > A_ >_ > > A. > Develop practicallearning skillsskills 4.10:Issues and Implications for Self Development

As has become apparent in previous years, personal development is an important issue for students at UCE and is typically only associated with moderate degrees of satisfaction. This year, Table 16 reveals where there may be several areas where potential improvements are worth pursuing.

There are three areas of excellence within Table 16. Non-degree level students are extremely satisfied with opportunities to develop both their creative skills and their practical skills. In addition, BIAD students are very satisfied with opportunities to develop their creative skills.

In 1993 students in the Conservatoire had become increasingly dissatisfied with opportunities to develop their self-confidence but their satisfaction has increased this year.

65 s6 c---r? :Pi o c Pv c-) c) xgo rn g° LI''- n n g go to t,-Ito >co a: > cz a., a, s. AccommodationTravel Fieldwork/VisitsStudy materials UCEBooks refectories a. cr a. co a. Ca P a A) C. CI. PO 11) 0. Socialising Table 17a: Students' Perceptions of Their Financial Situation for 1992, 1993 & 1994

73 -37:0 "oo- a) a) a (4-4 E a) v) 76 -4 .74 - uo -0 0 L LI u 1-3 T.) = o U 0 cA -Ct. (. LZ: cn cct

BIAD aA'a dA'D a D d d add BE a a a A'dd DdD add ada Bus a a b a D d a C&IS A'aa A'ad ahb DdD D d aad Con A' A a A'ND A'A'D D d Educ a A'aa a DA'A' D dDd a E&CT a a b A'aa D d aad H&SS A'A'a A'aa a A'aa D d a

PG aba aba a a aaD d aba UG A'aa A'da a Dda D d add Oth a a a aaD Daa d aba

d add FF A' A'A'D I a D D PT b a h a a a b Snd A' A'A'd a DdD D Ddd d 4.11:Issues and Implicatiom for Financial Coa.

Generally, living and studying costs remain an important issue to all students at UCE and the picture for 1994 is broadly similar to that of 1993.

The cost of books remains a problem for most full-time and part-time students from all faculties, although non-degree and part-time students are moderately satisfied with the cost of books.

The cost of accommodation does not appear to be a source of great dissatisfaction or importance to the bulk of students. This is perhaps not as surprising as it seems since accommodation costs are probably perceived as 'fixed' and are not in themselves associated with attending UCE.

Full-time students are particularly concerned about travel costs and this concern is reflected at the faculty level where BIAD students also see this as a source of high dissatisfaction.

The cost of fieldwork and visits are not associated with extremes of student opinion. Table 17 shows that some students are moderately satisfied whereas others are moderately dissatisfied.

For students from some faculties the costs of study materials is an area with which they are particularly concerned. Both full-time and sandwich students are dissatisfied with these costs whereas part-time students report moderate levels of satisfaction. Postgraduate and undergraduate students are moderately satisfied whereas non-degree students are very dissatisfied. Table 17 shows that students from BIAD, C&IS and the Conservatoire indicate that they consider the cost of study materials to be a management intervention priority.

Students from the Conservatoire think the cost of UCE refectories warrant urgent attention, whereas all other students are not quite as concerned despite being moderately dissatisfied. Students from the Education faculty appear to be slightly more satisfied with cost of refectories than they were last year. Table 18: Students' Perceptions of UCE Environment

..- kr

kti .. , .s ?.' .4 $ .4..-- z, zi:;;.#4 '' '.."'.4. ..;17,- ,AQ . . J- .....' ". 'V , t Y'''' . :,s ' 4',. ' '...r.. , , 7 ,..; --:,, i . 1 "e .

f; I "tgi 1.. 4.,'h re- '''; , ( t ., ..i. i, ' . z4 -,....' - 1., . . '.; -1., Z " ,..' -* ? a)

. .

BIAD a a a D I A' A' A' BE a a a a a a a Bus a a a a A' a a C&IS a a a a A' A' A' Cons a a a D D A A Educ a a a A' A' A' A' E&CT a a a a a a a H&SS a a d D A' A' A'

PG a a a a a a A' UG a a a a A' a A' Oth A a a A' A' A' A'

FT a a a D A' A' A' PT a a a a a a A' Snci a a a d A' a a

BEST COPYAVAILABLE 4.12:Issues and Implications for UCE Environment

This is a new section in this year's questionnaire and consequently no changes over time can be investigated as yet.

The general appearance of UCE is seen positively, in particular by non-degree students who see this as an area of excellence.

Similarly, site layout and ease of moving around the campus is generally viewed positively by most students.

Some aspects of the UCE environment are signalled as management intervention priorities; notably crowded or cramped conditions which were reported by full-time students and by students from the BIAD, Conservatoire and H&SS faculties. In addition, Conservatoire students see the level of heating as a management intervention priority.

69 5: Conclusions and Recommendations

UCE is moving from an organisational culture characterised by administrative stability to one characterised by the management of change, and this transformation is being driven by a set of forces, one of which is to place the student centre-stage in the quest for organisational excellence. Consequently, student satisfaction is no longer something merely of peripheral interest but has become a fundamental mechanism in the essential management tasks of shaping organisational change and monitoring progress.

As the student opinion database grows in breadth and depth from year to year it becomes feasible to reliably examine changes in students' perceptions over time. This year, it is possible for the first time to compare students' perceptions of their educational experience at UCE across three separate survey years. Having information at three points in time means that not just differences but trends can begin to be identified and this provides a more subtle means of monitoring the impact of the many small-scale and large-scale changes which are currently underway at UCE.

Examining trends in the student satisfaction database is very useful in beginning to elucidate which areas of student perceptions are relatively stable and which are more sensitive to changes over time. Although three years is not in itself a particularly long timescale, there have been many changes within higher education in general and within UCE in particular. The impact of.many of these innovations is already being felt by the student body.

Timescales are critical and small-scale changes may be introduced rapidly and have an immediate impact on student opinion. On the other hand, it may take many months for large-scale changes to effect the structure and functioning of the organisation and it may take many more months for these changes to filter through to the student body and to have any significant effect upon student perceptions.

As student-based information is collated, analysed and interpreted it has become increasingly clear that it can be used not only as a means of monitoring how students feel but it can be also used to audit the impact of organisational change. By linking students' perceptions of their education to the managerial activities which not only set these educational features in place, but also shape the ways in which they are delivered, a powerful set of associations is being forged between twci domains which have been traditionally quite distinct.

This year, the 'Management Priority Methodology' has been renamed the PLAN Grid (Perceptions Linking to Action Notification). This renaming is important for two main reasons. First, the real potential of the approach is its use in guiding future management interventions; in other words it is a planning tool. Second, the acronym highlights the links between students' perceptions and management actiohs.

At present, these links define a taxonomy which although it has the advantage of simplicity is not able to capture the full range and scope of the interplay between student opinion and management interventions. For this reason it would be of great value if

70 r management intentions, and both planned and unplanned organisational changes, could be linked to the student database gathered through our survey instruments.

Practically, this would require collecting information from managers about their planned progammes of organisational change and mapping these to changes in students' perceptions. This would provide information about the level and extent of organisational impact, the intended and unintended consequences of change, and the perceived costs and benefits of change programmes from the perspective of UCE students, UCE teaching staff and UCE management. In this way an extended and enhanced taxonomy to link student perceptions to management interventions could be built and this could be of great value to future managerial planning.

613 Centre for the Study of Quality in Higher Education

Student Satisfaction Research Unit

The 1994 Survey of Student Satisfaction and Dissatisfaction

Spring 1994

0 ISS4 SSRU, UCR 94 Year of Course title course: (1st, 2nd etc.) LI

Type of course Full-time Part-time [1 SandwichL. /OtherPlease stale (Please tick one box)

At which UCE site is your 1 1How many days do you attend [ course normally based? I UCE in an average week? L._

FINDING OUT ABOUT UCE & YOUR COURSE How useful were the following sources of information in choosing UCE and providing you with general information about your course? ,- / General information about Selecting your course your course

Not at all Very Not at all Very

useful useful I useful useful

School, College, LEA Careers Service 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Discussion with others(friends, family etc 1 2 3 4 5 6 7 1 2 3 4 5 6 7

UCE advertising material 1 2 3 4 5 6 7 1 2 3 4 5 6 7

UCE prospectus 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Attending an open day 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Attending an interview 1 2 3 4 5 6 7 1 2 3 4 5 6 7

(Other Please state 1 2 3 4 5 6 7 1 2 3 4 5 6 7

If there are any other issues to do with your own satisfaction or dissatisfaction with finding out about UCE or your course please note them here:

TRAVEL Please indicate the extent to which the following travelling issues are a problem to you. (Please circle (herelevant figure on the scale). \ Not a A big problem. problem

Distance travelled to UCE 2 3 4 5 6 7

Time taken to travel to UCE 1 2 3 4 5 6 7

Cost of travel 1 2 :3 4 5 6 7

Reliability of public transport 1 2 3 4 5 6 7

Finding a parking place 1 2 3 4 5 6 7

Parking costs 2 3 4 5 6 7 :-

0 1994 SSRU, UCE Page 3 95 TION SERVICES - LIBRARY SERVICES

E library, if any, (-If none - please comment on why you do tuct'\ ually use? use the library facilities. J

. _ e other Yes 1 No j jIf yes, which other libraries do you use? \ elsewhere)

;e how often do you use the library? (Please tick one box) Less than At least At least once At least At least More than Never once a term once a term a month once a week once a day once a day Li

;e, how long do you spend in the library per visit? Hours Mins

i do you undertake the following activities in the libraries? Less than At least At least At least At least once a once a once a once a once a Never term term month week day

books r-; [I LI 11

py n El LI Li [11 n L.i ri Li El 111

D-ROM H Li E] LII L your own L1 Li Ll Li Ei LI

a group L I H Li Li [II Li lectures H Li Li H ri ends Li Li Li activities rote 1I1 Li Li

tember 1993, Since September 1993 (- ately how many( how much, if at all, 7e you borrowed have you been fined? library ?

ary opening hours would suit you best? From to

ys would suit you? (Please tick days required). ty Tuesday Wednesday Thursday Friday Saturday Sunday

1 I. 1 .1 [1 1 *1 Li

1994 SSRU. UCE Satisfaction and Importance Ratings Please rate how satisfied you are with the following aspects of the libraries, and then rate how important they are to your studies.

(Very Very Not at all Very dissatisfied satisfied important important

Information about library services 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Quality of service (queueing for books, 1 2 3 4 5 6 7 1 2 3 4 5 6 7 waiting for assistance)

Availability of books 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Range of books 1 2 3 4 5 6 7 1 2 3 4 5 67

Up-to-date books 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Range of journals /periodicals 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Obtaining course materials 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Multiple copies of core books 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Noise levels 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Availability of study places 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Adequate workspace 1 2 3 4 5 67 1 2 3 4 5 6 7

Opening hours 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Helpfulness of library staff 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Library fines 1 2 3 4 5 6 7 1 2 3 4 5 6 7

CD-ROMs 1 2 3 4 5 6 7 1 2 3 4 5 6 7

On-line library cataloguing 1 2 3 4 5 6 7 1 2 3 4 5 67

Availability of on-line library 1 2 3 4 5 6 7 1 2 3 4 5 6 7 cataloguing facility

Do you think the loan period for various books works appropriately? Please comment on good and bad features of this system.

You may like to comment on- Library "Compliments, comments, complaints" system. - Suggestions for Improving library facilities. - Other aspects of libraries which have not been covered here.

0 1994 SSRU. (ICE Page 5 97 RON SERVICES - COMPUTING SERVICE§ dent do you use computers 1-Not at A great'\ all deal

at UCE? 1 2 3 4 5 6 7

at Home? 1 2 3 4 5 6 7

at Work? 1 2 3 4 5 6 7 ttent does your course e use of computers? 2 3 4 5 6 7 1 -1 Never Once a term MonthlyWeekly Daily a computers at UCE? [7] Li ri ri E -. I average, how long do you spend Hours Mins rminal per visit ?

the computing /Ifyou do not use UCE computing ou normally use facilities, please comment on why not. '(ate site Building, room number)

of packages do you use? (Tick as many as apply) (hat other packages Databases CAD ri would you like to use? LiSpreadsheets I 1 DTP 1-1 Statistical ion and Importance Ratings rate how satisfied you are with the following aspects of computing !s, and then rate how important they are to your studies. / Very Very Not at all Very dissatisfied satisfied Important important

; hours of computer rooms 1 2 3 4 5 6 7 1 2 3 4 5 6 7

lity/ease of obtaining a 1 4 3 4 5 6 7 1 2 3 4 5 6 7 .inal

using PCs/terminals 1 2 3 4 56 7 1 2 3 4 5 6 7

4 in the use of computers 1 2 3 4 5 6 7 1 2 3 4 5 6 7

)f integration of computing 1 2 3 4 5 6 7 1 2 3 4 5 6 7 r course

tion about computing facilities 1 2 3 4 56 7 1 2 3 4 5 6 7

less of support staff/technicans 1 2 3 4 56 7 1 23 4 56 7

lance level of computers 1 2 3 4 5 6 7 1 23 4 5 7

ility of printers 1 2 3 4 5 6 7 1 23 4 5 6 7

of printers 1 2 3 4 5 6 7 1 2 3 4 5 6 7

of Software at UCE 1 2 3 4 56 1 2 3 4 5 6 7, ty like to comment on - Suggestions for improving computing facilities. \ - Variability of access across sites/faculties - Hiring of computers, Email, JANET - Other aspects of computing not covered here.

0 1594 SSRU, UCE 98 REFECTORIES Which refectory, if any-,-N\ If you do not use any of the refectories, please do you usually use? comment on why not.

On average, how often do you Less than At least At least At least At least use refectories? (Circle one) once a once a once a once a once a term term month week day

If you use the how often do you purchase; and at what times do you purchase; refectories , (lress thanAt least At least At least At least / Early Mid- Lunch Mid- Evening once a once a once a once a once a morningmorning time afternoon term term month week day

drinks? 0 11 Li Ei E Lii E El 0 El

snacks? 1""7 0 Lil [71 LJ L.- i t El Li L7i sandwiches? 0 0 LI Li [11 Lii Li Li 0 Hi

main meals? F*1 ri L "1 i 0 LI Li LI 1 _! 1:1 _EL Do you eat How often? At what times? your own i food in I I L I 0 HI L I refectories? J1 What opening hours would suit you best? From toLiii Satisfaction and Importance Ratings Please rate how satisfied you are with the following aspects of the refectories, and then rate how important they are to your studies.

Very Very Not at all Very. \ disaatisfied satisfiedI important important

The comfort of refectories 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Availability of seating places 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Opening hours 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Price of food 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Price of drinks 1 2 3 4 5 6 7 1 2 3 4 5 7

Range of food 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Quality of food 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Helpfulness of staff 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Cleanliness 1 2 3 4 5 6 7 1 2 3 4 5 G 7

Speed of service 1 2 3 4 5 6 7 \ 1 2 3 4 567y -SilgifieficeTfor improving refectories. (-Youmay like to comment on: -Other places where food/drinks should be made available. - Range of food suggestions - Smoking -Other aspects of refectories which you feel haven't been covered here.

0 1994 SSRU, UCE Page 7 9 9 SERVICES Are you aware of How frequently have Do you think UCE the existence of the you used the service? should provide the following services? service? Once or More-\ (-YES NO Never twice often (-YES NO ing Ljfl El LI H LI Hi L

icy I I Li LI LI Li 'Creche riri 1 advice Li LII El

e any other services that you think should be provided by Student Services

ion and Importance Ratings -ate how satisfied you are with the following aspects of Student Services, n rate how important they are to your studies. Very VerI\7.1lot at all Very--\ dissatisfied satisfied important important

:ion about Student Services 1 2 3 4 5 6 7 1 2 3 4 5 6 7

of Services 1 2 3 4 5 6 7 1 2 3 4 5 6 7

ility of Student Services 1 2 3 4 5 6 7 1 2 3 4 5 6 7

tess of staff 1 2 3 4 5 6 7 1 2 3 4 5 6 7

hours 1 2 3 4 5 6 7 1 2 3 4 5 6 7

ting services 1 2 3 4 5 6 7 1 2 3 4 5 6 7

related services 1 2 3 4 5 6 7 1 2 3 4 56 7

!Icy 1 2 3 4 5 6 7 1 2 2 4 5 6 7

services 1 2 3 4 5 6 7 1 2 3 4 5 6 7

/Creche 1 2 3 4 5 6 7 1 2 3 4 5 6 7

11 advice 1 2 3 4 5 6 7 1 2 3 4 5 6 7

for special needs 1 2 3 4 5 6 7 1 2 3 4 5 6 7

for overseas students 1 2 3 4 5 6 7 / _1_2 3 4 5 67}

i like to conunent on - Suggestions for more convenientopening times. - Suggestions for improving Student Services. - Aspects of Student Services which haven't been covered here.

0 ION SSRU, UCH 100 ACCOMMODATION

What sort of accommodation do you presently live in during term time? (Tick one) UCE Halls of Rented (Not r- Owner

Residence Ei through UCE) I I occupier I 1

Rented through Living with Other

UCE Private El parents/ 1. 1 (please state) Property Unit relatives

What sort of accommodation did you live in before you attended UCE?

How long have you been in your present accommodation?

Satisfaction and Importance Ratings If appropriate, please rate how satisfied you are with the following aspects of accommodation, and then rate how important they are to your studies.

Very Very Not at all Very dissatisfied satisfied important important

Cost of your rent/mortgage 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Comfort/convenience of your 1 2 3 4 5 6 7 1 2 3 4 5 6 7 accommodation

Location of your accommodation 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Quantity of accommodation provided 1 2 3 4 5 6 7 1 2 3 4 5 6 7 through UCE

Private Property Unit

Helpfulness of staff 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Accuracy of information 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Halls of Residence

Helpfulness of staff 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Comfort of accommodation 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Security 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Cleanliness 1 2 3 4 5 6 7 1 2 3 4 5 6 7

/ You may like to comment on -If you have chosen to move, give reasons why. -.Suggestions for improvement of accommodation services. -Other aspects of accommodation.

0 1994 SS1W, 110E Page 101 )RGANISATION AND ASSESSMENTS ticate how much information you have received about the following:

Nothing at A great all deal ,ed of you as a student 1 2 3 4 5 6 7

ation and organisation of your course 1 2 3 4 5 67

'llabus 1 2 3 4 5 67

odules/parts of your course 1 2 3 4 5 6 7

3 1 2 3 4 5 6 7

assessment procedures 1 2 3 4 5 67 s, dates for assignments) n and Importance Ratings e how satisfied you are with the following aspects of your course, rate how important they are to your studies.

/Very Very.(Notat all Ver73; dissatisfied satisfied important important

1 about course organisation 1 2 3 4 5 6 7 1 23 4 5 6 7

a about your syllabus 1 2 3 4 5 6 7 1 2 3 4 5 6 7

information 1 2 3 4 5 6 7 1 2 3 4 5 6 7

n about assessment procedures 1 2 3 4 5 6 7 1 2 3 4 5 G 7

3 assessmeNt 1 2 3 4 5 6 7 1 2 3 4 5 6 7

t by examination 1 2 3 4 5 6 7 1 2 3 4 5 6 7

ts based on group work 1 2 3 4 5 6 7 1 2 3 4 5 6 7

S of tutors' formal feedback 1 2 3 4 5 6 7 1 2 3 4 5 6 7

S of tutors' informal feedback 1 2 3 4 5 6 7 1 2 3 4 5 6 7

tints/grievance procedure for 1 2 3 4 5 6 7 1 2 3 4 5 6 7

load (eg. spacing of assignments 1 2 3 4 5 6 7 1 2 3 4 5 6 7 year)

in dates for handing in assigments 1 2 3 4 5 6 7 1 2 3 4 5 6 7

ne for and between classes 1 2 3 4 5 6 7 1 23 4 5 6 7

s of feedback on assignments 1 2 3 4 5 6 7 1 2 3 4 5 6 7

n of changes to course arrangements 1 2 3 4 5 6 7 1 2 3 4 5 6 7

ng contacted/receiving messages 1 2 3 4 5 6 7 1 2 3 4 5 6 7 tion

ty like to comment on - The kinds of assessments used on your course. - Suggestions for improving course organisation. - Other aspects you feel have not been covered here.

-102 1554 SSRU. UCE TEACHING STAFF AND TEACHING STYLE How many staff do you talk to in an average week;

inside teaching classes? None Li 1 - 2 ri 3 - 5 Li More than 5

outside teaching classes? None El 1_ 2 [ ] 3 - 5 Llir More than 5

(-- If you do not talk to staff, can you please comment?

Generally, for how long do you talk to a member of staff?

Do not More A few A few - talk to [ 1 than 10L A [1 1.--1 staff moments minutes minutes What do you generally talk about? (Please tick as many boxes as necessary)

Course Help with Social Course r content r assignments chatting workload J

Course 1 Informal Formal r i /15ifieTtopic.:ET(Please."''\ organisation assessments . Li assessments--1state)

Satisfaction and Importance Ratings Please rate how satisfied you are with the following aspects of teaching, and then rate how important they are to your studies.

Very Very\( Not at all Very Teaching staff; dissatisfied satisfied important important are easy to get hold of 1 2 3 4 5 6 7 1 2 3 4 5 6 7

are approachable 1 2 3 4 5 6 7 1 2 3 4 5 6 7

give good advice on learning needs 1 2 3 4 5 6 7 1 2 3 4 5 6 7 have a good academic/professional

understanding of their subject 1 2 3 4 5 6 7 1 2 3 4 5 6 7 are sympathetic/ understand

what it is like to be a student 1 2 3 4 5 6 7 1 2 3 4 5 6 7

are punctual 1 2 3 4 5 6 7 1 2 3 4 5 6 7

are reliable (don't cancel classes) 1 2 3 4 5 6 7 1 2 3 4 5 6 7

teach clearly 1 2 3 4 5 6 7 I 2 3 4 5 6 7

teach at the right pace 1 2 3 4 5 6 7 1 2 3 4 5 6 7

are well organised 1 2 3 4 5 6 7 1 2 3 4 5 6 7

are enthusiastic & well motivated 1 2 3 4 5 6 7 1 2 3 4 5 6 7

treat you as a mature individual 1 2 3 4 5 6 7 1 2 3 4 5 6 7

encourage you to learn effectively 1 2 3 4 5 6 7 1 2 3 4 5 6 7

You may like to comment on:- Suggestions for improving teaching staffs' style or approachability \ - Other aspects of teaching style you feel haven't been covered here

0 1994 SSRU, -10-3 METHODS AND STUDENTS' WORKtOAD icate the extent to which the following teaching methods * are )ur course and give your opinion on whether you think this is: far too much" "too much" "about right" "too little" or "far too little". 1 2 3 4 5 V Not very A great Not Some Opinion on \ at all much deal amount (Enter number) Li Li Ii

.s/ "Crits" Ei ps /practicals vork nts

lease state) Li

)r TUTORIAL: tutor with one or two students SEMINAR: "small group" session involving a tutor. nplicity:WORKSHOP etc.: practical session where tutor is present/readily available. licate the extent to which you do the following activities in e term and give your opinion on whether you think this is: "far too much" "too much" "about right" "too little" or "far too little" 1 2 3 4 5 I.Opinion on Notat Not very Quite a A great amount Some all much lot deal (Enter number)

!ct work

Ike notes

Idouts 1 1

tical work

groups

issues /work

'lease stale)

0 1994 SSRU, UCE 104 Satisfaction and Importance Ratings Please rate how satisfied you are with the following aspects of teaching methods and activities, and then rate how important they are to your studies.

Very Very Not at all Very dissatisfied satisfied important important

Lectures 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Tutorials 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Seminarsr Crits" 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Workshops/practical sessions 1 2 3 4 5 6 7 1 2 $ 4 5 6 7 / studio work

Placements 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Visits 1 2 3 4 5 6 7 1 1 2 3 4 5 6 7

Handouts 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Flexibility in choice of subjects 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Listening I 2 3 4 5 6 7 1 2 3 4 5 6 7

Writing/notetaking 1 2 3 4 5 6 1 2 3 4 5 6 7

Using handouts 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Reading I 2 3 4 5 6 1 2 3 4 5 6 7

Discussing issues/work with 1 2 3 4 5 6 7 1 2 3 4 5 6 7 staff

I i Discussing issues/work with I 2 3 4 5 6 7 2 3 4 5 6 7 other students

Working in groups 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Doing project work 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Doing practical work 1 2 3 4 5 6 7 1 2 3 4 5 6 7 .- ---

: Others(please slate) 1 2 3 4 5 6 7 1 2 3 4 5 6 7

You may like to comment on - Any teaching methods not currently used )n your course. - Suggestions for developing your study skilln. - Flexibility in choice of subjects. Aspects of teaching methods or workload not covered here.

0 094 ssim. !ICE Paw 13 105 tFE V students on your course do you regularly talkto?

More than 10 Ine 1-5 LE] 6-10 Li y students at UCE, who are not on your course, do you regularly talk to? me FA 1-5 El 6-10 H More than 10 Li I do you socialise with people you have met at UCE?

.ver or Less than At least At least rdly once a I 1 once a Lil once a L_J er Fl week week day y close friends have you made at UCE?

me El 1-2 n 3-5 H More ri I do you use Student Union facilities? !ver or Less than At least r._, At least rdly LJ once a Ll once a Li once aLI er week week day s of activities do you engage in with other students at UCE? : as many boxes as necessary)

iting/ Dating I Sports Leisure F-1 inking I I []

----, eeting/ Bands/ Discos/ COthers please stale \ atting concertsEll dances J tion and Importance Ratings rate how satisfied you are with the follswing aspects of social UCE, and then rate how important they are to your studies.

,------., /Not /Very Very\ at all Very dissatisfied satisfied important important

Union 1 2 3 4 5 G 7 1 2 3 4 5 6 7

o meet others 1 2 3 4 5 6 7 1 2 3 4 5 6 7

n roonfs 1 2 3 4 5 6 7 1 2 3 4 5 6 7

acilities 1 2 3 4 5 6 7 1 2 3 4 5 6 7

g facilities 1 2 3 4 5 6 7 1 2 3 4 5 6 7

3s for bands/concerts/discos 1 2 3 4 5 6 7 1 2 3 4 5 G 7

drinking facilities 1 2 3 4 5 6 7 1 2 3 4 5 6 7

satisfaction with the 1 2 3 4 5 6 7 1 2 3 4 5 6 7 ; hours of facilities

- Suggestions for improving social facilities or sportingfacilitiesi'\ ay like to conunent on- Improving contact between other sites. - Other aspects of social life that haven't been covered here.

0 1994 SSRII, UC11 106 SELF DEVELOPMENT

Please indicate the extent to which you do the following. (please circle relevant numbers) . / Not at A great

I all deal

Read outside your subject 2 3 4 5 6

Develop learning skills (i.e. learning how 1 2 3 1 5 6 7 to learn)

Discuss concepts or ideas with others 1 2 3 4 5 6 7

Debate issues with others 1 2 3 4 5 6 7

Tackle new challenges 1 2 3 4 5 6 7

Develop your personal style 1 I 2 3 4 5 6 7

Develop practical skills 1 2 3 4 5 6 7

Explore your creative talents : 1 2 3 4 5 6 7

1 (Other (please state) l I 2 3 4 5 6 7 ,,,,, _- __ - Satisfaction and Importance Ratings Please rate how satisfied you are with the following opportunities provided by UCE and then rate how important they are to your studies, Opportunities provided by

UCE to; Very Very Not at all Very 1 dissatisfied satisfied important important i

develop a broader under- 1 2 3 1 5 6 7 1 2 3 4 5 6 7 standing of your subject -!

develop learning skills I 2 3 4 5 6 7 I 2 3 4 5 6 7

discuss ideas with others 1 2 3 4 .5 6 7 1 2 3 4 5 6 7

explore other viewpoints 1 2 3 4 5 6 7 1 2 3 4 5 6 7

increase self confidence 1 2 3 4 5 6 7 1 2 3 4 5 6 7

enhance self awareness 1 2 3 4 5 6 7 1 2 3 4 5 G 7

develop your practical skills 2 3 1 5 6 7 1 2 3 4 5 6 7

develop your creative skills 2 3 4 5 6 7 1 2 3 4 5 6 7

read outside your subject 2 3 4 5 6 7 1 2 3 4 5 6 7

tackle new challenges 1 2 3 4 5 6 7 1 2 3 4 5 6 7

develop your personal style 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Cother (please state) 1 2 3 4 5 G 7 1 2 3 4 5 6 7

You may like to comment on - The extent to which UCE facilitates or constrains opportunities PIr your personal development. - Suggestions for improving provision for your personal development. - Other aspects of your personal development that you feel are important but haven't been covered here.

0 1994 SSRU, (ICE 107 L CIRCUMSTANCES ceive a grant? (tick one box)

No Yes, a full r Yes, a part F 1 / Yes, other please state grant l.._J grant I ceive any other financial support for your course?Yes F.] No LI Ise state our course fees paid by?(tick one box) urself / r] LEA Employer u (other please state rents / LI latives lately how much Approximately how spent on course (E much have you spent )oks since ,__ on course related r 1993 materials/equipment since September 1993 rate the extent to which the following costs have caused you financial Ity as a result of attending UCE. If an area does not affect you, please "not applicable" box.

uch difficulty has any of the following costs or expenses caused you? Quite a A great Not None at Not very Some applicable all much lot deal ccommodation Li

ravelling I .1 Li 0 I 1 Li LI

tudy materials/ 1_11 Ei LI luipment ield trips/Visits i Li Li Li ooks Li Ei

hotocopying 0 El ri

Li I I ibrary fines 0 H PI LI LI Li Li ar parking Li [I] Li Li ost of living Li Li Li

ood/Drink Ii L] Li Li Li 0

ocialising LI 0 Li LI I I ank charges /interest LII Li LII Li El LI

Ither (Please state) I 1 [1.1 Li Li LI

0 1194 SSRU, UCS 108 Satisfaction and Importance Ratings

Please rate how satisfied you are with the following aspects of your costs and expenses, and then rate how important they are to your studies.

( Very Very Not at all Very dissatisfied satisfied iimportant important

Cost of accommodation 1 2 3 4 5 6 7 H 1 2 3 4 5 6 7

Cost of travel 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Cost of field trips/visits 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Cost of study materials

/equipment 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Cost of books 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Cost of UCE refectories 1 2 3 4 5 6 7 1 2 3 4 5 6 7

Cost of socialising 1 2 3 4 5 6 7 1 2 3 4 5 6 7

rOther costs(please stale) 1 2 3 4 5 6 7 1 234567 -

The cost of things at UCE. You may like to comment on:-Suggestions for improving students' financial problems.

0 1994 SS1111. 110E 109 Page 17 ERSITY ENVIRONMENT e how satisfied you are with the following aspecta of the University tnt and then rate how important they are to your studies.

Very Very \ rlr:/otat all Very \ dissatisfied satisfied important important

)earance of your site 1 2 3 45 6 7 1 2 3 4 5 6 7

of your site 1 2 3 4 5 6 7 1 2 3 45 6 7

ween buildings 1 2 3 4 5 67 1 2 3 4 5 6 7 s, lifts, shelter)

cramped conditions 2 3 4 5 6 7 1 2 3 45 6 7

Iting 2 3 4 5 6 7 1 2 3 4 5 6 7

ties 2 3 4 5 67 1 2 3 4 5 6 7

1 2 3 4 5 6 7 1 2 3 4 5 6 7 LLUATION the extent to which the following are as helpful as you originally hey would be. Much less Much more\ helpful than helpful than expected expected

1 2 3 4 5 6 7

culty 1 2 3 4 5 6 7

partment or School 1 2 3 4 5 6 7

irse 1 2 3 4 5 6 7

recommend the following to a friend or colleague?

Definitely not Definitely recommend nxxxnmend

1 2 3 4 5 6 7

culty 1 2 3 4 5 6 7

partment or School 1 2 3 4 5 6 7

arse 1 2 3 4 5 6 7

Not at all A great deal adicate the extent to which you consider r career prospects are being enhanced by ig UCE. 1 2 3 4 5 6 7

ate the extent to which you understand ct career steps. 1 2 3 4 5 6 7

0 1994SS.RU, UCE 11 0 Please write in the boxes below an estimate of your overall satisfaction with the following features of your education.

A rating of 0% means you are totally dissatisfied anda rating of 100% means you are totally satisfied.

UCE as a whole

Your Faculty

Your Department or School

Your course

Potential career prospects % )

Please say what you think will be the most important outcome(s)or benefit(s) of your time spent at UCE

^ Please use this space for any commentsyou would like to add about your course or UCE that you feel have not been adequately covered by this questionnaire.

Thank you for your cooperation in completingthis questionnaire.

0 1994 SSRU, UCE 111 Page 19 ease return the completed questionnaire, as soon as possible, to

Student Satisfaction Research Unit, Room 210, Baker Building, Perry Barr, Birmingham B42 2SU.

)11 can use: the pre paid label with the envelope in which the questionnaire was sent to you

the internal UCE postal system

or drop it into the SSRU office, Baker 210.

lanks again for your cooperation in filling out the questionnaire

All answers will be treated in the strictest confidence

112 0 1994 SSRU, UCE ULL Iniversity of Central England in Centre for Research into Quality Birmingham Student Satisfaction

The 1994 Report on The Student Experience at UCE

Statistical Supplement

September 1994

STUD NT SATI ACTION

113 The 1994 Report on the Student Experience at UCE

Statistical Supplement The 1994 Report on the StudentExperience at UCE

Statistical Supplement

Dr Patti Maze Ian Professor Diana Green Professor Chris Brannigan Professor Lee Harvey

The Universio: of Central England in Birmingham, PerryBarr, Birmingham B42 2SU

All rights reserved. No part of this publication may bereproduced, stored in a retrieval system, or transmitted, in any form or by an means, electronic,mechanica4 photocopying, recording or otherwise, without the prior permission of the publisher.

British Library Cataloguing-in-Publicaion Data. A catalogue record for this book is available fromthe British Library

ISBN 1-85920-003-6

Printed by Design and Print Unit, University of Central Englandin Birmingham

UCE 115 Statistical Supplement

Contents

Activity Frameworks Page

1:Usefulness of course information 1 2:Usefulness for course selection 1 3:Benefits of a UCE education 2 4:Students' impressions of UCE 3 5:Percentage satisfaction 3 6:Percentage of students using library 4 7:Why students don't use UCE libraries? 4 8:Which other libraries do students use? 4 9:Frequency of use of library facilities 5 10: Preferred opening days 5 11: Books, fines and preferred opening times 6 12: Frequency students borrow books 7 13: Frequency students photocopy 7 14: Frequency students research 8 15: Frequency students use a CD-ROM 8 16: Frequency students work on own 9 17: Frequency students work as part of a group 9 18: Frequency students wait for lectures 10 19: Frequency students meet friends 10 20: Computing facilities used 11 21: Reasons for not using computers 11 22: Extent of computer use 12 23: Types of computer packages students use 13 24: Refectory used 14 25: Reasons for non-use 14 26: Frequency of purchase and times 15 27: Frequency of use of refectories 15 28: Student services 16 29: Type of term-time accommodation 17 30: Accommodation before attending UCE 17 31: Length of time in current accommodation 18 32: Amount of information received 19 33: Information about what is expected of students 20 34: Information about administration and organisation of course 20 35: Information about course syllabus 21 36: Information about specific modules/parts of course 21 37: Information about timetable 22 38: Information about assessment procedures 22 39: Number of staff spoken to inside teaching classes 23

116 Activity Frameworks (continued) Page

40: Number of staff spoken to outside teaching classes 23 41: Reasons why some students do not speak to staff 24 42: How long students spend talking to staff 24 43: Topic of conversations with staff 25 44: Extent to which teaching methods are used and evaluation of amount 26 45: Extent to which activities are undertaken and evaluation of amount 27 46: Number of students on own course regularly spoken to 28 47: Number of UCE students not on course that regularly talk to 28 48: How often students socialise with people they have met at UCE 29 49: Number of close friends made at UCE? 29 50: Frequency of use of Student Union facilities 30 51: Activities 30 52: Extent to which students engage in self-development activities 31 53: Student grants 32 54: Course fees paid by 32 55: Average amount spent on books and materials 33 56: Financial difficulty - Accommodation 34 57: Financial difficulty - Travelling 34 58: Financial difficulty - Study materials 35 59: Financial difficulty - Field trips/visits 35 60: Financial difficulty - Books 36 61: Financial difficulty - Photocopying 36 62: Financial difficulty - Library fines 37 63: Financial difficulty - Car parking 37 64: Financial difficulty - Cost of living 38 65: Financial difficulty - Food and drink 38 66: Financial difficulty - Socialising 39 67: Financial difficulty - Bank charges/interest 39 68: Financial difficulty resulting from various actitives and requirements 40 69: Percentage of students having financial difficulty (1993-1994) 41

Evaluation Frameworks Page

1: Satisfaction and Importance for Library Facilities 43 2:Satisfaction and Importance for Computing Facilities 44 3:Satisfaction and Importance for Refectories 45 4:Satisfaction and Importance for Student Services 46 5:Satisfaction and Importance for Accommodation 47 6:Satisfaction and Importance for Course Organisation and Assessments 48 7:Satisfaction and Importance for Teaching Staff 49 8:Satisfaction and Importance for Teaching and Learning Methods 50 9:Satisfaction and Importance for Social Facilities 51 10: Satisfaction and Importance for Self-Development 52 11: Satisfaction and Importance for Aspects of Costs and Expenses 53 12: Satisfaction and Importance for UCE Environment 54 117 Note on Acronyms, Abbreviations and Terminology

In this supplement the following acronyms and coding conventions are used. They are included here as the reader needs to be aware of what these mean prior to reading the statistical supplement.

Faculties:

BIAD -Birmingham Institute of Art and Design BE -Faculty of the Built Environment Bus -Business School C&IS -Faculty of Computing and Information Studies Cons-Birmingham Conservatoire Educ-Faculty of Education E&CT -Faculty of Engineering and Computer Technology H&SS Faculty of Health and Social Sciences

Type of Course:

Previous surveys have adopted the convention used by the 'funding councils'; namely postgraduate, undergraduate and other, where 'other' included HNC and HND courses. The same convention has been used except that HEFCE are using the term undergraduate rather than degree. More importantly some courses; notably HNC and HND, are now included in the undergraduate category rather than in the 'other' category which now mainly comprises FE and Professional courses.

PG Post-Graduate UG - Degree (includes HND and HNC) Oth - Othets e.g. Professional, City and Guilds, etc.

This difference in classification will have to be taken into consideration when comparing the I 993 & 1994 results with those from previous years.

Mode of Attendance:

FT -Full Time PT -Part Time Snd -Sandwich

Other Acronyms:

ns not significant -p < 0.05 **-p < 0.01 *** -p < 0.001

1 X '6 Activity Framework 1: Usefulness of course information a.) Activity Framework 2: Usefulness for course selection c)a) .gv) P) a) cn()P) 5Isid a *C C.) 'Z P.)g *C U4.1 i"Sg tda) "CS -,olCU .2 f.i.1 'S 1.1a) '73 a)as ....,a c) < E a) < E a) 0:' 3 .(7)Vga) *c:5a)(,) gcoCI. 3 .g "d a)ctbei 0:fi 3Z .,71Va)ao ,cao0.g .5oca UO . - v)CPI --e :,(.. ot:5.a, .E bi) .-P. tif) U0 '&1 0CO -cs > BIAD 3.44 -6? 4.20 C-)tr) 3.43 ULt.1 4.40 U41 4.35 6 5.08 6 BIAD 3.70 cr),§ c) 4.41 .'"2, 6 3.38 C.)14 4.38 4.33 1 a) 5.26 I a) C&ISBusBECon 3.102.772.773.19 3.463.833.843.63 3.213.033.313.37 4.684.244.764.90 2.613.473.543.86 4.423.084.245.22 ConC&ISBusBE 2.852.893.003.10 4.194.144.463.87 3.303.083.323 30 4.554.164.904.76 3.972.563.543.03 4.024.453.085.00 E&CTEducsigH&SS 3.203.392.82 4.203.803.64 * 3.953.433.06 ** 4.594.484.78 * 3.353.103.62*** 4.313.815.04*** EducsigH&SSE&CT 3.492.813.08 ** 4.514.034.08 ns 3.342.953.93 ** 4.494.774.68 * 3.203.623.40*** 4.533.905.02*** PGsigOthUG 3.263.161.96*** 4.423.813.98 * 3.613.343.33 ns 4.654.294.28 2.433.913.50*** 4.094.634.29 ** PGOthUGsig 2.103.243.27*** 4.304.204.18 ns 3.593.253.30 ns 4.614.154.16 ** 2.503.673.51*** 4.424.384.15 ns SndPTFT 3.433.622.30*** 4.253.653.63*** 3.043.473.38 * 4.754.394.67 * 4.072.523.79*** 4.434.263.83*** SndPTFI'sig 2.243.533.55*** 4.214.154.22 ns 3.113.333.40 ns 4.694.274.66 ** 4.142.403.83*** 4.293.764.50*** pt Rating Sale (nigher scurf:Allsig is imwe useful) 3.09 3.87 3.37 4.58 3.39 4.19 All 3.12 4.20 3.34 4.53 3.39 4.21 Activity Framework 3: Benefits of a UCE education (% of studentsendorsing any particular outcome)

I. *-1 a2 / v. "E . V. 2 ,,, *1 ,,, .3 4) :4-5 -112 8t;,0-. ° 15' 7i > E c ) c) 8 74 ci) ., g 42 8 5,) O al 2 .5 g oa:i g b ,fp. -g 2 8 -g 0 0 A Lia".54 Z - BIAD 49.3 6.3 15.6 15.6 31.7 34.6 5.4 0.5 4.4 BE 35.9 12.6 23.8 27.7 55.4 19.5 1.3 3.5 1.3 Bus 38.3 12.6 19.5 27.7 56.5 20.2 0.7 1 0 2.2 C&IS 45.9 18.0 24.3 27.0 48.0 15.5 0.7 2.0 3.4 Con 45.5 9.1 18.2 18.2 24.2 27.3 3.0 0.0 12.1 Educ 38.8 23.3 16.4 27.6 48.3 21.6 0.0 0.9 0.9 E&CT 29.2 20.8 16.2 18.8 59.1 14.9 0.0 3.9 1.9 H&SS 38.9 16.7 23.2 21.2 52.2 21.7 0.0 1.5 1.5

PG 39.5 12.7 15.8 28.1 42.5 26.3 1.3 1.3 3.1 UG 39.3 15.4 21.6 24.3 53.6 19.3 0.4 1.9 2.3 Oth 41.8 6.1 10.2 10.2 30.6 36.7 11.2 1.0 3.1

FT 42.7 18.7 25.9 18.6 50.1 17.7 1.0 1.2 3.4 PT 33.1 7.6 11.8 32.3 50.9 27.3 2.7 2.2 1.7 Snd 50.0 22.0 26.4 14.8 50.0 15.9 0.5 2.2 1.6

All 39.5 14.4 20.0 23.9 50.4 21.5 1.3 1.7 2.5 Activity Framework 5: Percentage satisfaction Activity Framework 4: Students' impressions of UCE As helpful as expected Recommend to a Friend cn Percentage Satisfaction `) Cn S.a.flla) 4 d (3) ga) BIAD _ 4.18 U1-1-1 4.43 4.. m 4.64 #61.1.) 4.91 Uo'F.; 5.06 uLI) 5.04 &-d 3 5.24 '-'a'(6' 5.38 6' :::' 4.81 t.4-'' F3 4.68 "R 63.58 U 63.31 66.16 70.27 57.85 C&BEConBus IS 4.234.074.183.17 4.244.414.314.36 4.504.514.474.76 4.684.834.794.75 4.874.844.464.14 4.914.695.104.77 4.994.765.295.00 5.065.145.005.24 4.905.044.525.08 4.554.685.075.29 66.0666.1963.2652.12 62.7564.5863.4964.41 65.6264.2266.9866.10 66.7565.9367.8368.51 65.5363.1562.6764.49 EducsigH&SSE&CT 4.454.224.16*** 4.404.234.72 ns 4.204.934.55*** 4.614.395.01 ** 4.904.775.04*** 5.214.864.76 * 5.294.824.67*** 4.844.765.31 ** 5.395.144.91 ** 5.234.625.53*** 66.3665.7269.80 *** 70.1664.4062.57 ns 71.6964.3361.10 * 75.2365.1563.59 *** 74.6666.3465.92 *** OthUGPGsig 4.164.154.39 ns 4.464.594.36 ns 4.634.884.49 ** 4.674.825.33*** 4.794.705.37*** 4.854.925.32 ** 4.895.105.60*** 5.884.995.21*** 4.765.015.00 ns 4.985.404.55*** 65.4663.3067.75 ns 66.4264.1064.28 ns 64.9865.9069.04 ns 67.1268.4676.60 **; 65.2065.3358.33 * SndPTFT 4.134.303.92 4.504.364.12 4.624.534.24 4.584.904.63 4.604.625.12 4.754.655.12 4.854.695.18 4.955.324.91 4.884.975.12 * 4.865.025.20 62.3269.3062.55 *** 67.2262.7660.36*** 64.1861.6867.89 *** 71.4165.2766.78 *** 62.8165.6766.87 ** SigAll 4.17*** 4.39 ** 4.53 ** 4.74*** 4.82*** 4.89*** 4.97*** 5.09*** I sNot at all 4.99 5.02*** 65.30 Higher Permits/se6,1.28 Indiana; Higher Satisfaction 65.38 68.00 64.79 7.Much More Helpful tuds less Ildpful I 2, 2 7nDefinatelyI sDefinitely Not Yes 7.A Great Deal I. 2 3 Activity Framework 6: Activity Framework 7: Percentage of students using library Why students don't use UCE libraries

% % Perry Barr 66.3 NA/No need 1.3 Boumville 4.3 EO/PT & Library Closed 1.1 Gosta Green 6.1 No Wanted Books 1.0 Westbourne Rd 7.1 Fines/Notices/Banned 0.2 Conservatoire 2.3 Use Other Libraries 1.2 Marg. Stant House 1.0 Not Enough Time 1.4 Vitt/Brans. 0.6 Needs Met (Work/Self Bought: 1.1 External 1.0 Problems With Use 0.1 None/Blank 5.5 Too Far 1.0

Activity Framework 8: Which other libraries do students use?

Other Universities 8.3 Central Birmingham 21.6 Both Central & Other Universities 3.8 Local Area/Town (Not B'ham) 14.5 Work Facilities 2.3 Resource Centre 1.0 Other UCE Sites 6.1 Local & Central Library 8.6 Other UCE Sites & Central 3.3 Activity Framework 9: Frequency of use of library facilities

ccs crs cz .f..Li g 0 (i) 03 co as os c, c.) a) a) a) 0 0 c.) o o 0 (e) 8 § c9 o 0 o o g ,Z CA CA cz . tt b a) 4.) .1) a) 2 > gi % 2 3 1) BIAD 4.3 2.7 8.9 23.7 46.3 8.9 2.3 BE 0.7 0.4 8.6 27.0 55.8 6.0 0.7 Bus 6.2 2.4 7.3 22.2 43.2 14.0 3.4 C&IS 1.2 4.3 5.5 23.9 46.6 14.7 3.1 Cons 0.0 0.0 7.1 11.9 45.2 28.6 7.1 Educ 5.9 2.6 10.5 27.6 44.1 6.6 0.0 E&CT 3.4 2.8 5.1 21.9 48.9 15.2 2.2 H&SS 0.9 2.6 5.7 24.9 52.4 10.0 1.3 PG 0.8 2.0 8.2 34.1 46.3 7.1 0.4 UG 3.4 2.0 6.7 21.8 49.2 13.0 2.7 Oth 9.8 6.8 12.9 25.0 36.4 3.8 0.8 FT 0.5 0.2 3.2 18.4 55.7 18.6 3.1 PT 7.6 4.9 13.1 31.6 37.3 1.9 0.8 Snd 0.5 1.4 3.4 17.4 54.6 17.4 3.9 All 3.5 2.3 7.4 23.8 47.8 11.4 2.2

Activity Framework 10: Preferred opening days

c,-;' a3 , 12 TA co = co % 2 .1. BIAD 66.5 66.1 74.3 64.6 62.6 40.5 19.1 BE 61.0 62.5 68.2 63.3 57.7 52.4 41.9 Bus 60.6 64.7 62.2 64.5 53.3 54.8 44.1 C&IS 81.0 76.7 80.4 80.4 73.0 59.5 42.3 Cons 83.3 83.3 88.1 83.3 83.3 81.0 33.3 Educ 60.5 56.6 69.1 65.1 59.9 48.7 32.2 E&CT 66.3 68.0 67.4 66.3 62.9 52.8 37.6 H&SS 63.3 65.1 72.5 68.6 62.4 53.7 41.0 PG 54.9 54.5 65.5 57.3 55.3 55.7 41.2 UG 68.5 69.7 71.1 70.7 63.2 53.8 39.3 Oth 47.0 47.7 62.9 47.7 44.7 33.3. 12.9 FT 84.6 83.3 85.5 84.5 81.6 56.0 40.9 PT 38.1 42.8 49.2 43.2 32.8 46.9 30.8 Snd 84.1 80.2 81.2 84.1 78.3 59.4 48.8 All 64.9 65.8 69.7 67.0 60.6 52.5 37.6

5 1_ Z Activity Framework 11: Times, fines and books

4-a

> a) 0 a) tr) a) ':4 ,.., a 2 4.) -ct > a . ct 0 o .)§a)

a) a) E a _.) 4., < z BIAD 01:00 09:28 18:31 0.27 17.6 BE 01:21 08:40 20:08 0.43 15.6 Bus 01:37 09:23 20:13 0.93 13.9 C&IS 01:33 09:55 20:06 0.94 17.0 Cons 01:11 09:57 19:41 0.19 27.1 Educ 00:58 09:48 19:09 0.62 20.1 E&CT 01:42 08:47 20:17 0.89 15.6 H&SS 01:24 09:56 19:47 1.13 24.5 *** *** *** *** *** PG 01:19 09:35 20:14 0.59 16.5 UG 01:27 08:59 19:52 0.81 18.1 Oth 01:04 09:52 17:59 0.13 11.7 *** *** *** ** ** FT 01:27 08:50 19:33 0.92 22.2 PT 01:17 09:43 20:04 0.34 10.5 Snd 01:33 08:38 19:53 1.16 22.2 ** *** *** *** *** P?zry Barr 01:33 08:57 20:07 0.87 17.9 Bournville 00:57 09:38 17:36 0.21 16.8 Gosta Green 01:01 09:13 18:58 0.34 22.4 Westbourne Rd 00:56 09:41 19:07 0.68 23.6 Conservatoire 01:11 08:58 19:42 0.20 26.5 Margaret St/Int House 01:06 09:11 19:39 0.06 24.3 Vittoria/Branston St 00:31 09:53 17:20 0.00 8.0 External 01:13 09:21 19:23 0.63 15.9 None 01:08 06:17 19:41 0.25 3.1 sig *** *** *** * *** All 01:24 09:08 19:47 0.73 17.4

6 1 2, 6 Activity Framework 12: Frequency students borrow books Activity Framework 13: Frequency students photocopy .o 03c.)a) coc.)a) 411 a)ct; "0 a)oscd co5cn Q.),... -:-: go 4...ozcocn 4...0coocf) BIAD 4.7 3.9 14.0 39.3 29.6 0.8.4-t. 0 %BIAD 14.0 (") 7.0 )21) ci) 9.7'' 19.8 29.6 8.6 .14t4 C&ISBusBECons 12.95.22.46.1 4.97.16.7 11.714.614.214.3 46.433.343.636.3 40.527.625.227.0 2.42.50.41.1 BusBEConsC&IS 24.531.616.17.1 14.710.19.52.4 16.016.618.411.9 27.347.620.221.7 28.621.522.113.8 2.40.63.41.1 E&CTEducH&SS 10.14.61.7 6.74.60.9 15.713.814.0 41.444.138.2 25.827.037.6 0.00.61.3 E&CTEducH&SS 31.627.121.824.2 10.17.99.47.9 18.513.218.817.5 20.420.428.425.8 16.919.716.315.1 0.70.80.01.1 PGOthUGFT 5.59.87.23.6 4.86.32.46.8 15.311.713.614.0 43.544.235.640.5 29.826.336.119.7 0.40.81.51.0 PGFTOthUG 25.022.514.4 9.37.18.3 15.714.99.1 25.330.816.7 20.427.416.7 4.55.32.3 SndPTAll 12.32.97.2 2.98.95.2 18.614.17.7 42.536.140.6 42.028.516.5 0.10.91.0 PTAllSnd 35.323.415.9 12.07.79.2 14.516.915.7 25.116.224.0 34.319.66.9 0.42.31.0 l 0? 7 1 f, " Activity Framework 14: Frequency students research Activity Framework 15: Frequency students use a CD-ROM , ..sE is CD s..)CZE ct:1 OSa) ctict, -, 0,-. .O0c.J A0) U?(I) C)(1) (A(1) 6C,) ...0o gC, av) c).BIAD/o 5.4 ,>a) u 5.1.S7_1 v) 17.5 21.8 34.6 6.6 %BIAD 58.8 a)'')> 6.2 a)v)u) 7.4 a)co 5.4 .a)co 3.1 a)co 0.0 a)co 00 C&ISBusBE 12.36.14.50.0 4.56.05.5 16.717.819.9 35.631.433.033.3 26.533.340.527.0 4.83.73.21.1 ConsC&ISBusBE 52.450.350.563.3 11.916.612.514.6 15.318.313.14.8 12.910.519.04.1 9.51.51.11.8 0.00.20.0 ConsH&SSE&CTEduc 7.45.17.9 7.94.86.66.7 21.423.012.4 30.933.234.3 32.624.918.4 3.41.31.3 H&SSE&CTEduc 55.941.060.7 13.112.911.8 24.57.99.9 .t 13.16.75.3 0.43.42.0 0.0 34.1 1.2 PG 50.6 , 14.9 17.3 7.8 2.0 0.0 FTOthUGPG 9.87.46.73.7 5.93.39.85.3 17.125.514.118.9 33.919.731.7 21.230.722.738.6 4.56.13.1 FTOthUG 55.056.854.3 13.212.46.1 15.013.51.5 11.85.39.2 2.23.81.8 0.00.10.1 1 9 AllSndPT 12.77.53.4 8.15.76.3 25.118.411.1 28.431.130.4 28.840.614.9 3.15.80.8 PTAllSnd 54.044.055.7 12.316.410.3 24.212.414.3 11.14.78.7 2.92.01.5 0.10.0 Activity Framework 16: Frequency students work on own Activity framework 17: Frequency students work as a group ..z 1.) coE ?cd c)4) os cia.)cz E:cv, 0) 0,c5. 4..=Oa) O a)" .-. 4-o2 >(1)Q.)... ors' a9'') 4-2a) BEBIAD 18.716.5 6.75.42-1-, 14.017.6 27.723.0 <4-tC' 26.619.8 6.63.0 %BEBIAD 34.559.9 12.09.7 19.97.0 17.25.8 12.72.7 0.70.8 ConsEducC&IsBus 15.917.84.89.8 2.48.66.29.2 18.413.511.49.5 21.326.223.319.7 40.533.729.521.1 16.711.28.62.0 C&ISBusEducCons 40.854.830.136.8 10.112.516.717.2 14.319.012.315.1 19.618.513.29.5 13.34.89.25.9 0.02.40.01.8 PGH&SSE&CT 20.414.010.7 10.17.19.2 15.311.815.2 24.021.324.3 30.130.924.7 5.76.23.9 E&CTPGH&SSUG 24.236.75.39.0 32.661.211.46.2 17.915.712.09.0 26.416.410.216.6 20.210.919.17.8 13.02.71.31.7 OthUGPTFT 22.013.319.710.7 8.09.36.01.5 13.315.213.516.4 22.823.522.615.9 29.134.419.718.9 11.26.87.81.8 OthPTFT 50.033.619.7 58.313.09.9 12.015.96.1 21.19.15.3 13.45.35.0 4.50.11.4 SndAil 14.514.9 75.8 4 13.97.7 25.623.0 33.827.8 10.67.1 AllSnd 38.717.9 11.18.2 14.719.3 24.616.4 1 5 2 21.710.8 5.81.4 Activity Framework 18: Frequency students wait for lectures Activity Framework 19: Frequency students meet friends (1)0.) 0$2,a)cz E4)c)a)co c)a)col' cOa) 1:7 coa) 5 v,c.z ._,c.0 ,c.3(,)0 ,... ct EEu) ...,4 (1.) a)cz a) ,a) a) % Z ii.) '-' -:t-' '4- '''' % > C&ISBusBIADBE 61.354.466.765.0 6.05.23.58.0 5.53.76.47.4 9.57.14.38.6 13.89.87.15.4 3.16.23.40.4- C&ISBusBEBIAD 48.262.960.762.0 2 12.95.63.58.0 7.46.58.25.1 10.52.59.06.6 14.65.56.76.2 5.55.62.61.9 H&SSE&CTEducCons 69.761.958.555.6 9.67.32.67.1 7.94.53.94.8 6.16.75.94.8 15.714.38.33.9 0.77.12.63.9 E&CTConsH&SSEduc 58.553.968.452.4 11.99.68.45.3 7.16.18.43.9 6.67.16.67.9 10.714.38.33.9 4.83.15.10.0 PGFTOthUG 58.772.260.458.3 6.86.13.83.1 5.59.15.63.1 8.62.37.86.3 10.911.74.56.7 5.30.84.2 FTOthUGPG 71.855.356.854.7 7.17.40.88.3 7.06.36.83.0 9.18.43.59.2 12.510.67.62.4 4.60.45.80.8 I S AllSndPT 57.561.860.6 6.16.05.8 4.75.58.2 7.16.85.7 14.06.69.8 3.55.30.9 AllSndPT 43.563.457.3 7.77.57.2 10.65.16.6 11.17.85.3 17.99.23.1 6.30.73.7 Activity Framework 20: Computing facilities used

(%) None 4.2 Baker 9.4 Cox 1.8 Dawson 3.4 Edge 7.0 Library 3.5 Many differnt locations 2.3 Gosta Green 4.3 Galton 10.7 Atwood 8.1 Use own PC 2.1 Feeney 3.3 Westbourne Road 3.9 Satellite 1.0 Bournville 1.7 Facilities at work 0.2 College of Food 0.1 Branston Street 0.1 International House 0.2 Consei-vatoire 0.3 Hospital 0.1

Activity Framework 21: Reasons for not using computers

No need/Not applicable 10.1 Not freely available (time/no.) 4.5 Not aware (locations/info) 2.7 Prefer own (time/distance) 9.6 Use employers 1.1 Limited need 0.7 Not computer literate (how/ease) 2.5 Use external facilities (Satellite) 0.2 Do not like facilities (bad printers) 0.9 Activity Framework 22: Extent of computer use

Extent of Use of... Frequency of Use

...N4 t.T.1 rx c.) o a.)

to' ti. cz I ci) u IF a.) ...- z = o cu g 11' oE x (..) C..) C.) LT.1 :74 BIAD 2.7 2.6 2.4 3.4 46.3 16.3 11.3 15.2 4.7 01:27 BE 3.5 2.8 3.4 4.1 25.824.7 19.526.6 2.6 01:53 Bus 3.0 3.5 3.8 4.1 44.114.4 13.5 21.9 5.2 01:47 C&IS 5.0 4.5 3.7 6.1 13.5 8.0 17.8 30.1 30.1 02:02 Cons 1.7 2.6 1.7 2.3 64.3 9.5 11.9 4.8 2.4 00:51 Educ 2.4 3.6 3.1 3.6 40.831.6 14.5 8.6 0.7 01:15 E&CT 4.6 4.2 3.4 5.4 11.8 7.9 7.3 47.224.7 02:24 H&SS 2.5 3.9 2.8 4.0 43.224.0 16.6 14.4 0.4 01:34 *** sig *** *** *** *** PG 3.0 3.6 4.0 4.3 41.621.6 11.0 18.8 5.9 01:39 UG 3.4 3.5 3.1 4.4 32.1 17.215.424.8 8.9 01:52 Oth 1.8 2.6 2.7 2.3 59.814.4 9.1 4.5 1.5 01:04 *** sig *** *** *** *** FT 3.7 3.4 1.9 4.6 26.1 15.0 19.5 27.3 10.5 01:59 PT 2.3 3.3 4.6 3.4 52.421.4 9.1 12.6 1.6 01:14 Snd 4.6 4.3 2.6 5.5 12.6 14.5 13.038.620.3 02:26 *** sig *** *** *** *** All 3.2 3.5 3.2 4.2 35.617.6 14.3 22.4 7.9 01:48

hrs:mins 7 pt Rating Scale (Higher ware (s more use) Frequency d Use (% of Stuients)

12 Activity Framework 23: Types of computer packages students use

BIAD 25.3 4.7 6.6 17.5 40.9 14.4 0.4 BE 44.2 52.4 17.6 22.8 77.2 6.7 7.5 Bus 58.7 48.4 36.8 1.9 64.3 4.9 16.3 C&IS 47.2 41.1 42.3 2.5 84.7 20.9 7.4 Cons 14.3 4.8 7.1 0.0 14.3 2.4 0.0 Educ 34.2 14.5 19.7 0.7 69.1 10.5 8.6 E&CT 64.6 45.5 31.5 64.0 73.0 12.4 10.7 H&SS 23.6 15.7 20.5 0.0 66.8 3.1 20.1

PG 45.1 27.5 22.4 11.8 67.5 12.9 12.2 UG 45.0 36.8 26.9 14.0 68.0 8.5 11.3 Oth 22.7 9.1 12.1 9.8 31.1 6.8 0.8

FT 42.4 31.6 21.1 14.6 70.6 8.4 9.2 PT 39.3 31.1 24.1 11.2 53.9 9.5 9.5 Snd 61.4 48.3 44.4 15.9 84.1 9.7 20.8

All 43.4 33.4 25.1 13.3 65.1 9 10.7 Activity Framework 24: Refectory used

(To) None 7.4 Baker QUAD 29.2 Baker 3rd floor 0.9 CENFAC 11.9 Dawson 2.1 Edge/Health Bar 4.4 Gosta Green 5.6 Bournville 3.1 Maple St 0.5 Westbourne Road 6.5 Vittoria/Branston 0.2 Conservatoire 2.1 Vending Machines Only 0.2 Local Cafe 0.2 Satellite/External Colleges 1 More than one refectory 14.4

Activity Framework 25: Reasons for non-use

(%) None on site 1.9 Not open when attending 5.1 Too expensive 1.9 Use local facilities 0.5 Eat at home 0.7 Bring own food to UCE 1.4 Too crowded/smokey 0.8 Don't like available food 0.5 External student 0.4

14 Activity Framework 26: Frequency of purchase & times

cts>" cti E et1 z cll o c..) 0 0 z § oz o o o 1 i E-4 ':' czi 1 , , e.9 1 .,g ,i Drinks 4.0 3.4 5.9. 37.038.3 21.549.949.739.216.1 Snacks 8.8 5.6 11.2 36.020.0 5.1 34.5 31.923.5 10.9 Sandwiches 23.6 7.9 13.220.5 6.4 1.9 7.0 43.4 6.1 6.6 Main Meals 26.8 7.2 13.1 20.9 8.2 2.9 3.7 47.9 3.8 9.1 Own Food 24.0 5.0 8.1 17.311.8 3.4 11.639.2 6.7 5.6

Activity Framework 27: Frequency of use of refectories

BIAD 8.9 3.1 3.5 26.836.2 09:0816:45 BE 2.2 1.5 4.1 51.734.8 08:1217:11 Bus 9.2 4.1 5.6 41.3 28.2 09:1118:14 C&IS 6.7 4.3 2.5 28.850.3 09:0018:00 Cons 2.4 4.8 4.8 28.6 57.1 08:5918:59 Educ 7.2 3.9 7.2 32.240.1 10:2517:45 E&CT 4.5 1.7 4.5 34.841.6 08:5217:28 H&SS 1.3 2.2 5.7 37.1 44.1 08:5617:51 *** *** PG 8.2 4.7 5.1 47.823.5 09:1917:43 UG 5.1 2.9 5 35.941.7 08:4917:57 Oth 11.4 2.3 2.3 31.822.7 10:4517:02 *** * FT 3.5 2.4 4 26.1 56.9 08:4117:40 PT 9.6 4.1 6.5 52.6 10.8 09:3618:12 Snd 3.4 2.4 1.9 26.6 58 08:4017:41 *** *

All 6 3.1 4.8 37.3 37.6 09:0017:52 Activity Framework 28: Student services Aware of Service ..., a)C.) Used Service v.C.)CD UCE should provide service CUv.C) - $2 <74 > ."-' = 0>1 <7,0 > .___, V >1 <> ct (9. u-.,.. . g - z . c;74 g BEBIAD 70.063.4 (..) s0 73.856.8 (..) 48.654.3 -a - 63.765.8 t 51.337.0 z 40.150.6 LT..,c)c.)c)z.4.400(..) 6.01.9 0 16.97.0 . 3.41.6 15.719.5 0.70.4 g 5.46.0 94.886.0 0 95.987.9 80.174.3 . 2 87.593.6 t 92.180.9 zg 93.684.4 .5 EducConsC&ISBus 73.662.463.871.4 81.072.765.173.8 48.257.976.260.7 67.881.068.160.9 54.647.367.150.0 48.045.248.544.7 4.32.69.53.7 22.724.511.22.4 0.22.64.83.1 21.531.012.913.2 2.40.05.3 4.94.64.86.1 93.388.890.595.1 95.794.688.290.5 80.978.678.576.8 86.890.595.191.4 91.689.592.993.9 89.590.593.990.8 E&CTPGH&SS 76.468.558.0 75.582.662.4 63.549.463.8 56.173.865.7 44.372.555.1 47.839.259.8 3.95.7 25.814.98.3 2.63.90.4 14.015.76.7 3.11.71.2 4.89.03.9 96.193.889.0 90.696.595.5 80.978.487.8 95.693.889.4 96.592.789.4 95.693.888.6 FTOthUG 42.471.781.1 83.344.776.5 58.869.232.6 43.270.083.7 65.923.557.4 22.751.962.8 4.45.62.3 2218.2 '7.6 3.00.82.6 26.418.84.5 2.22.40.0 2.36.38.9 95.779.594.5 96.981.895.3 64.481.082.3 95.478.893.6 94.271.293.1 77.393.395.0 PTAllSnd 47.767.585.5 72.087.455.5 72.035.855.4 84.541.465.9 52.965.735.3 47.962.327.6 4.28.21.5 17.031.47.3 0.82.23.9 26.116.01.8 4.30.71.9 7.75.61.5 92.696.188.2 97.189.193.6 79.385.074.6 91.995.287.2 94.786.490.9 91.495.286.4 Activity Framework 29: Type of term time accommodation Activity Framework 30: Accommodation before attending UCE 41 41(...) 041 041 p, t.., vO4 "5 a., -5-11 = -74 ZTs..°. o4-cc a> &_, Z1:78 , ta.") , U±-4.1 P4 za) O4 a) .z a) 41 g 7 4 z Lx a)za) BusBEBIAD 3.02.73.4 25.728.119.8 36.032.733.5 8.68.46.7 23.729.921.3 2.21.91.56 BIADBusBE 0.20.4 10.110.98.2 32.228.031.2o 0.20.40.8 47.149.251.3 0.71.51.20 ConsC&ISEduc 4.94.67.1 61.931.519.7 38.830.24.8 19.05.69.2 25.315.17.1 0.00.63.3 ConsC&ISEduc 0.02.41.11.3 14.315.313.83.9 26.423.638.87.1 0.60.00.72.4 61.833.666.751.5 2.40.60.71.8 E&CTPGMESSUG 4.03.91.11.6 20.221.226.019.2 27.556.552.029.7 3.97.96.33.5 43.827.114.89.4 4.80.62.31.2 H&SSE&CTUGPG 0.60.80.9 12.218.89.2 48.027.551.0 2.00.40.2 20.033.654.1 0.01.00.8 OthPTFT 0.15.30.8 35.78.37.2 48.565.813.2 12.40.40.8 31.817.630.1 2.51.51.9 OthPTFT 0.50.00.31.9 10.612.94.57.3 40.958.413.49.7 0.00.00.10.9 72.520.866.135.6 0.81.21.51.0 SndAll 7.83.4 1 4'2 38.324.0 35.010.2 10.77.1 30.624.9 2.11.0 SndAll 0.6 10.3 31.9 0.5 47.7143 1.0 Activity Framework 31: Length of time in current accommodation

0-1

BIAD 1.6 29.2 14.4 40.1 BE 3.7 28.5 21.3 36.3 Bus 1.5 24.5 17.8 41.1 C&IS 3.1 31.9 17.2 36.8 Cons 4.8 52.4 33.3 9.5 Educ 2.6 25 14.5 42.1 E&CT 1.1 18 16.9 52.8 H&SS 2.2 20.1 20.5 48

PG 1.6 22.4 19.2 47.5 UG 2.5 28.3 18.7 38.4 Oth 0.8 8.3 10.6 58.3

FT 2.5 40.6 19.1 30.9 PT 1.2 5.9 18 55.9 Snd 4.8 40.6 15 29

All 2.2 26 18.1 41.2

144 18 Activity Framework 32: Amount of information received about the following

50 g ,....o 2 .`ii o .._. g 14 v #0 4.... 9-a. ..., 0 co ic7,0 oi) 1 1. t '6 o cg 0 cn o 0 0 an o a) .9. as 0. i 0 o x gii '5% E -.,.... 0 c/a -0 as r4cn .4 0 0 '..4.1 174 1G 4 t1 .1 Y'y Z BIAD 4.52 4.30 4.65 4.68 4.85 4.79 BE 4.30 4.22 4.80 4.86 5.01 5.09 Bus 4.30 4.45 5.20 5.15 5.28 5.07 C&IS 4.69 4.47 4.83 5.02 5.30 5.10 Cons 4.02 4.50 5.10 4.83 4.88 4.78 Educ 5.01 4.90 5.27 5.31 5.43 5.67 E&CT 4.18 4.01 4.77 4.85 4.97 4.65 H&SS 4.63 4.53 5.19 5.25 5.51 5.63 sig *** *** *** *** *** *** PG 4.77 4.76 5.26 5.23 5.29 5.26 UG 4.41 4.35 4.97 5.02 5.19 5.11 Oth 4.19 4.21 4.57 4.53 4.90 4.83 sig ** *** *** *** ns ns FT 4.53 4.38 4.97 5.03 5.26 5.19 PT 4.34 4.41 4.97 4.97 4.97 4.99 Snd 4.54 4.46 5.11 5.16 5.59 5.25 sig ns ns ns ns *** * All 4.45 4.40 4.99 5.02 5.18 5.12 Activity Framework 33: Informatim about what is expected Activity Framework 34: Information administration & organisation Ratings 1-7 (None - to - A great deal) 2 3 4 5 6 7 Ratings 1-7.(None - to - A great deal) 1 2 3 4 5 6 7 C&BEBIADBus IS 7.04.98.87.5 8.66.46.65.5 11.012.715.0 8.9 22.723.219.1 25.522.223.318.9 13.312.715.214.1 13.312.817.8 9.7 BEBIADC&ISBus 5.83.93.71.8 10.99.78.66.0 21.011.312.916.8 28.823.020.219.5 25.820.223.924.3 15.110.916.313.5 10.410.38.6 E&CTEducConsH&SS 5.15.37.13.5 11.9 7.96.74.6 19.012.219.1 3.9 23.625.821.419.1 23.828.123.719.7 14.819.1 7.16.7 21.717.0 7.99.5 ConsH&SSE&CTEduc 4.83.14.52.0 10.79.56.65.9 23.611.913.513.8 23.821.422.515.8 21.429.722.520.4 21.111.917.010.7 16.719.15.18.3 PGOthUG 3.56.09.86.8 7.87.18.36.9 12.712.512.0 8.3 23.922.519.716.1 20.522.920.422.6 10.612.619.613.8 13.218.415.4 9.8 PGOthUGFT 7.63.62.74.0 11.48.35.59.1 17.513.317.57.6 22.721.018.218.4 22.024.223.921.6 19.616.014.413.8 14.910.56.89.3 PTFTSndAll 6.64.37.8 7.19.76.5 13.512.312.3 19.822.5 21.722.322.4 13.513.113.5 10.913.716.9 SndPTAll 2.93.83.8 5.38.08.2 20.313.516.1 21.720.323.0 28.025.524.0 14.712.114.1 11.19.98.9 Activity Framework 35: Information about course syllabus Activity Framework 36: Information about parts/modules Ratings 1-7 (None - to - A great deal) 1 2 3 4 5 6 7 Ratings 1-7 (None - to - A great deal) 1 2 3 4 5 6 7 BEBIADBus 6.21.31.9 10.12.65.2 12.75.87.7 18.713.617.0 24.926.224.519.6 26.021.016.0 16.013.519.8 BusBEBIADC&IS 4.30.60.91.9 4.17.83.95.5 12.09.38.09.2 20.615.618.417.4 21.021.523.724.7 26.022.116.730.1 14.214.814.118.7 EducConsC&ISE&CT 0.02.21.31.2 7.17.47.92.6 12.416.711.09.2 20.214.515.79.5 25.321.726.2 25.821.323.77.1 24.333.314.6 EducConsE&CT 0.72.41.1 4.85.13.3 21.414.68.6 14.316.313.8 24.711.919.7 27.626.224.7 23.019.017.512.9 PGH&SSUG 1.90.81.3 2.72.25.2 9.86.69.4 14.817.1122 23.930.125.819.7 23.125.927.1 21.216.715.716.7 UGPGH&SSOth 0.80.96.11.2 4.20.97.63.1 10.310.68.78.2 17.117.613.511.4 20.829.724.518.2 26.625.822.016.7 23.112.115.9 OthSndPTFT 7.63.11.41.5 9.13.66.55.3 5.39.78.29.9 15.216.916.114.5 23.225.3 23.122.012.924.6 20.818.115.5 SndPTFT 2.60.61.4 4.74.33.9 10.98.79.5 17.913.516.4 25.623.423.1 27.123.424.9 15.517.019.3 All 2.2 143 5.1 9.2 16.3 25.0 22.8. 17.3 All 1.5 4.3 10.0 16.7 23.5 24.5 143 16.7 RatingsActivity 1-7Framework (None - to37: - AInformation great deal) about the time table RatingsActivity 1-7Framework (None - to38: - AInformation great deal) about assessment procedures BEBIAD 4.72.6 1 4.96.6 2 7.57.8 3 12.819.5 4 21.720.2 5 26.617.1 6 16.918.3 7 (7,BEBIAD 7.81.5 1 4.94.3 2 7.99.7 3 15.012.1 4 26.216.7 5 28.118.3 6 16.119.5 7 EducConsC&ISBus 0.02.51.31.7 9.54.34.53.9 11.96.75.36.7 13.214.311.013.5 20.919.126.2 21.429.427.3 23.928.316.7 ConsC&ISBus 4.82.53.00.0 2.02.47.45.4 21.46.79.73.3 12.312.711.29.5 20.221.319.119.0 23.833.725.4 21.117.216.7 PGH&SSE&CT 1.60.92.2 7.95.12.2 6.35.77.9 14.611.4 20.423.121.9 29.425.829.825.7 22.028.415.2 PGH&SSE&CTEduc 2.21.61.3 4.39.01.7 15.74.47.5 13.312.216.9 19.719.618.8 20.832.228.227.1 22.027.633.214.6 PTFTOthUG 4.52.13.21.5 4.96.14.85.3 8.37.07.27.4 15.113.014.98.3 21.722.021.421.5 26.225.923.615.9 24.122.317.317.4 OthUGPTFT 2.17.62.73.9 4.62.35.25.1 9.19.08.9 14.412.914.312.4 21.521.012.119.7 24.626.226.118.2 23.421.218.018.9 SndAll 2.21.4 5.01.4 7.04.3 13.913.0 21.318.8 25.730.9 21.930.0 AllSnd 2.92.4 4.8 8.87.7 13.111.1 20.521.7 25.829.0 23.22.6 1 51 Activity Framework 39: Number of staff talk to inside teaching classes in an average week

0 = CV 0 trt) + % 4 ,-- ce) tr) BIAD 8.6 67.3 14.8 3.9 BE 7.9 57.7 24.7 9.0 Bus 9.7 58.1 24.1 7.3 C&IS 8.0 41.7 38.7 8.6 Cons 2.4 45.2 21.4 31.0 Educ 6.6 59.2 14.5 17.8 E&CT 3.4 52.2 27.5 15.7 H&SS 7.0 54.1 22.3 13.5 PG 10.2 62.4 18.0 3.9 UG 7.3 53.8 25.6 12.1 Oth 6.1 73.5 10.6 4.5 FT 6.5 46.8 29.9 15.3 PT 8.5 71.6 15.3 1.6 Snd 9.2 40.6 27.1 22.2 All 7.6 56.5 23.4 10.3

Activity Framework 40: Number of staff talk to outside teaching classes in an average week

a) 0 I + % Z -4 re) tf) BIAD 34.6 44.7 8.2 2.7 BE 25.8 58.1 9.0 5.2 Bus 38.5 49.7 5.8 2.4 C&IS 25.2 54.6 9.2 7.4 Cons 16.7 42.9 11.9 28.6 Educ 28.3 53.9 7.2 4.6 E&CT 27.0 51.7 11.2 6.2 H&SS 23.1 58.5 10.9 2.6 PG 26.3 58.0 D.5 3.9 UG 29.3 53.1 9.2 5.1 Oth 47.0 32.6 6.8 0.8 FT 19.2 59.4 11.7 7.3 PT 45.4 43.1 3.0 0.8 Snd 18.4 57.0 15.5 7.2 All 30.2 52.3 8.4 4.6 ActivityReasons Framework why some 41: students do not speak to staff HowActivity long Framework do they spend 42: talking to a member of staff crS 7-1 $.4cO4-, 0o :-..1 .-) ..t.' sa.0V O o.. .'c-,1co 1, 7; % Zo O 1a)o v)V ..7.: E',:_i % .(c C&ISBusBEBIAD 5.25.16.53.1 0.20.40.00.6 0.00.00.2 3.93.14.13.7 2.60.41.21.9 0.61.51.61.2 BEBIADC&ISBus 4.10.40.61.9 22.128.824.012.5 53.646.360.755.1 19.136.215.310.1 ConsH&SSE&CTEduc 0.04.82.23.3 0.00.70.0 0.00.0 2.45.72.23.3 7.10.71.71.1 0.00.01.12.0 EducConsH&SSE&CT 2.60.01.11.7 26.220.128.719.7 50.056.355.656.6 23.820.112.919.1 OthUGPG 6.14.26.3 0.00.20.4 0.00.10.1 4.03.93.51.5 2.30.42.71.9 2.70.10.71.5 PGFTOthUG 0.82.31.61.0 25.018.022.512.9 47.556.550.056.0 29.419.128.815.4 153 SndPTFTAll 8.12.24.71.9 0.00.40.20.5 0.00.1 4.14.33.8 0.01.11.7 2.01.0 PTAllSnd 2.13.51.0 24.723.019.3 48.954.365.2 13.019.318.5 Activity Framework 43: Topic of conversations with staff

g 40 .4 ci 0 E Ts. ... V a i i .? 4, 2 CI) .1 C.) -a.a) ci v bo g r. o CO 2 0 2 'V a. 7:1 1 1 k.; P o o 1 g 'S % u cil u u 4 r 4 0 BIAD 61.5 72.0 50.6 33.5 33.5 44.7 41.2 10.9 BE 63.3 78.7 40.1 40.4 29.6 28.1 40.8 4.9 Bus 68.8 59.6 30.5 31.8 28.4 18.9 33.1 4.7 C&IS 69.3 77.3 41.7 35.0 30.1 21.5 34.4 7.4 Cons 59.5 52.4 76.2 38.1 31.0 23.8 40.5 14.3 Educ 71.7 71.1 48.7 38.2 28.3 32.9 44.7 3.9 E&CT 66.3 73.6 37.1 46.6 33.1 23.0 41.6 3.4 H&SS 62.0 76.4 42.4 43.7 31.0 18.8 41.0 8.3 PG 72.2 71.4 46.7 34.9 39.2 32.5 43.5 9.0 UG 64.6 70.6 39.4 38.4 28.5 23.4 37.9 5.7 Oth 66.7 66.7 44.7 31.8 32.6 41.7 37.1 8.3 FT 62.7 72.8 44.2 39.7 28.9 28.7 43.3 8.6 PT 70.0 65.1 38.1 33.5 31.5 24.3 30.7 4.3 Snd 63.3 79.7 37.7 42.5 31.9 22.2 49.3 5.3 All 65.8 70.4 40.8 37.4 30.3 26.1 38.7 6.4

155 25 Activity Framework 44: Extent to which teaching methods are used and evaluation of amount Extent (1 = not at all; 5 = a great deal) Amount (1 = far too much; 5 = far too little) a)cn *4 .c a) 12 .5 ra..4 CJC)a) .7) 4 0z .5 44.4 8 4 BusBEBIAD 4.293.972.69 3.863.452.80 2.372.761.95 E-1 2.943.323.04 cn 2.072.713.88 4.1 1.841.421.62 2.192.271.27 2.993.023.20 3.063.343.36 3.753.703.51 3.263.253.19 C/) 3.383.443.29 3.533.653.70 far 3.743.743.80 ConsC&ISE&CTEduc 4.092.983.843.79 4.103.083.413.87 2.242.133.082.54 2.852.412.663.04 3.663.333.093.17 2.042.951.361.38 2.511.491.541.35 2.952.982.843.24 3.042.933.293.38 3.443.573.763.81 3.253.443.253.21 3.463.053.483.26 3.773.283.903.25 4.073.414.033.90 PGsigH&SSUG 4.043.614.28*** 3.863.683.59*** 2.562.372.49*** 2.862.902.97*** 2.392.712.86*** 3.172.001.63*** 1.672.071.66*** 2.862.992.97*** 3.173.163.15*** 3.683.653.67*** 3.243.253.36 ns 3.363.503.38*** 3.283.123.54*** 3.823.513.63*** sigOthFT 3.852.59*** 3.622.93*** 2.502.51 ns 3.192.75 ns 2.993.98*** 2.141.42*** 1.941.98*** 3.093.01 11S 3.283.18 I1S 3.333.71*** 3.223.14 3.383.22 ns 3.693.51*** 3.883.59*** AllsigSndPT 4.183.853.89*** 3.623.633,62 ns 2.272.402.38 ** 2.452.943.56*** 2.822.632.67*** 3.231.221.92*** 1.761.491.74*** 2.992.94 ns 3.183.243.15 ns 3.663.803.54*** 3.263.233.32 * 3.293.363.51 ** 3.513.233.31*** 3.963.523.77*** Activity Framework 45: Extent to which activities are Extent (1 = not at all; 5 = a great deal) undertaken and evaluation of amount Amount (1 = far too much; 5 = far too little) 0 Cc:P.)0 z0 7.1 0 BEBIADBus 4.293.854.46 0.) 4.104.023.32 0 4.114.353.14 3.432.783.90 4.212.512.80 0 3.443.353.86 a> 2.262.983.26 3.373.413.09 6 2.912.923.04 2.823.002.97 2.812.873.09 3.283.323.08 3.483.183.44 0 3.313.283.06 f:`) 2.953.403.15 3.383.40 EducConsC&ISE&CT 4.394.334.354.26 3.613.403.073.65 4.364.114.083.32 3.953.763.053.58 4.663.133.423.54 3.653.393.893.42 3.413.462.943.80 3.793.153.472.91 2.872.653.032.81 3.033.102.893.04 2.822.783.262.74 3.023.063.263.28 3.293.233.393.30 3.103.623.043.23 2.983.343.043.24 3.203.433.273.41 sigH&SSUGPG 4.504.374.19*** 3.673.353.58*** 4.354.193.83*** 3.373.843.71*** 3.082.633.00*** 3.833.883.66*** 3.133.253.40*** 3.673.273.63*** 2.862.812.87*** 2.922.892.94 ** 2.892.762.83*** 3.233.133.15 ** 3.393.393.31*** 3.133.023.15*** 3.083.12*** 3.273.353.38 ** OthFTsig 4.283.93*** 3.743.71 ns 4.123.21*** 3.003.60*** 4.293.36*** 3.233.613.64*** 2.993.172.51*** 3.413.293.36*** 3.042.892.87 2.972.953.10 ns 3.042.882.85 ** 3.193.213.12 ns 3.323.373.10*** 3.263.143.19 ns 3.163.113.29 ns 3.343.353.26 ns SndPTAllsig 4.334.324.45 ** 3.883.363.60*** 153 4.403.944.08*** 3.753.603.62 ns 2.952.833.10*** 3.863.66 3.113.24 ** 3.373.33 ns 2.902.88 ns 2.882.95 ns 2.782.85 ns 3.203.16 ns 3.363.43 ns 3.093.16 ns 15j3.133.11 ns 3.353.36 ns Activity Framework 46: Number of students on ownregularly spoken to

a) t(i)

BIAD 1.2 27.2 28.4 40.5 BE 0.4 25.1 34.8 38.6 Bus 1.1 30.2 33.6 33.8 C&IS 1.8 22.7 36.2 37.4 Cons 0.0 31.0 11.9 57.1 Educ 0.7 25.0 27.6 43.4 E&CT 2.2 27.0 36.0 33.7 H&SS 1.3 22.7 38.4 36.7 PG 4.3 36.1 29.4 28.2 UG 0.6 24.2 33.8 40.2 Oth 0.8 32.6 32.6 28.8 FT 0.4 15.5 31.3 52.2 PT 2.2 42.3 34.7 17.8 Snd 0.5 13.0 34.3 51.7

All 1.1 26.5 33.1 37.6

Activity Framework 47: Number of UCE students not on own courseregularly spoken to

L) 1-4 5 C> r-4

BIAD 30.0 40.1 11.3 14.0 BE 39.7 34.5 9.0 15.7 Bus 38.5 32.7 10.3 16.6 C&IS 31.9 33.7 16.6 16.6 Cons 9.5 33.3 14.3 42.9 Educ 50.7 31.6 7.2 7.2 E&CT 25.8 44.4 14.6 14.0 H&SS 42.8 33.2 7.4 15.3 PG 61.2 28.6 4.3 3.5 UG 31.5 36.1 12.5 18.4 Oth 40.2 40.2 4.5 8.3 FT 19.1 40.2 16.4 23.7 PT 62.2 29.1 2.0 3.0 Snd 12.1 38.6 19.8 28.0

All 36.5 35.3 10.7 15.5

2810 HowActivity often Framework students socialise 48: with people they have met at UCE ActivityNumber Framework of close friends 49: made at UCE 0z BIAD 37.7 21.8 18.7 17.9 BIADBE 21.016.5 0 31.529.6 21.431.5 21.321.8 q)t..) BEConsC&ISBus ' 37.538.741.321.4 21.018.418.511.9 24.720.923.819.8 20.215.742.918.7 C&ISBusCons 20.414.318.418.9 28.234.036.219.0 28.427.042.935.0 11.823.816.017.0 E&CTEducPGH&SS 38.248.537.652.2 23.630.927.119.2 23.017.812.917.9 14.014.09.25.9 E&CTEducPGH&SS 20.829.822.7 29.731.534.5 31.427.523.5 19.110.214.8 UGFTOth 53.836.122.5 20.123.617.4 22.524.814.4 28.219.97.6 OthUGPTFT 30.316.534.78.4 31.130.937.228.9 31.135.117.418.4 19.826.713.66.1 SndPTAll 1G1 39.864.717.9 20.918.418.6 20.531.912.6 30.416.90.9 SndAll 19.58.2 20.831.4 1G2 43.029.0 26.117.9 Activity Framework 50: Frequency of use of Student Union facilities Activity Framework 51: Activities a)ti> 13) (1)ca 3aS izt cztco b.0 -0 ct 5 o(1) +-ci0)o C) --...' (11aCn 0.) (3) -6 .1"-Z1 = % 72.0 >U 15.6 - 8.2:4- 0.8:4' %BIAD 75.1 614' 11.3 a) 9.3rn004 24.1 64.6 19.1 26.8 cz) C&ISBusBE 37.443.438.2 25.819.615.5 26.627.628.0 13.510.38.2 BEC&ISBus 85.977.890.3 12.911.214.2 19.917.09.8 28.823.4 71.866.7 17.210.57.7 28.226.028.8 H&SSE&CTEducCons 41.053.385.753.7 23.625.317.87.1 25.818.316.47.1 8.60.03.16.7 E&CTEducConsH&SS 80.383.386.984.3 42.912.48.74.6 12.719.110.519.0 28.738.119.219.1 68.071.783.369.4 81.011.88.35.6 33.321.023.015.8 PGFTOthUG 74.245.258.039.1 20.220.423.010.6 24.315.725.88.3 11.20.08.63.9 OthUGPGF1' 65.284.778.091.7 13.518.54.38.3 23.217.65.93.0 27.535.214.415.7 52.372.860.883.0 21.013.912.95.9 29.139.511.410.6 PTAllSnd 49.266.826.1 19.815.719.5 21.836.713.4 16.47.30.5 SndPTAll 89.969.982.3 20.311.82.2 25.114.82.7 24.838.29.7 69.581.651.5 16.412.72.6 25.143.54.3 Activity Framework 52: Extent to which students engage in self-development activities

BIAD 4.90 4.23 5.49 5.05 5.43 5.67 5.76 6.06 BE 4.46 3.55 5.04 4.84 4.83 4.89 4.75 4.61 Bus 4.37 3.78 4.73 4.53 4.51 4.71 4.55 4.11 C&IS 4.57 3.77 5.19 5.01 4.93 4.94 4.81 4.82 Cons 4.52 4.02 5.02 4.93 5.33 5.60 5.98 6.14 Educ 4.69 4.21 5.54 5.24 5.18 5.21 5.19 4.80 E&CT 4.40 3.92 4.83 4.55 4.74 4.70 5.05 4.58 H&SS 4.28 4.02 5.40 5.12 4.97 5.07 5.12 4.36 sig *** *** *** *** *** *** *** *** PG 4.96 4.20 5.42 5.12 5.25 5.22 4.98 4.96 UG 4.37 3.82 5.02 4.79 4.78 4.93 4.93 4.57 Oth 4.95 4.12 5.37 4.89 5.33 5.42 5.70 5.84 sig *** *** *** ** *** *** *** *** FT 4.35 3.77 5.12 4.89 4.83 5.07 5.08 4.87 PT 4.75 4.09 5.07 4.78 5.00 4.96 4.92 4.64 Snd 4.24 3.73 5.14 4.91 4.73 4.91 4.89 4.40 sig *** *** ns ns * rs ns *** All 4.50 3.90 5.10 4.85 4.89 5.00 4.99 4.72 Activity Framework 53: Student grants Activity Framework 54.. Course fees paid by BIAD 56.8 0b.0 18.7 d 17.5 a., czt 2.35 BIAD 30.7 51.0 3.9 10.1 N.) C&ISBusBE 61.159.239.9 39.321.724.7 17.814.811.6 0.62.21.2 C&ISBusBE 22.216.011.2 64.443.740.4 11.727.538.6 4.54.85.5 E&CTEducConsH&SS 40.555.549.453.3 27.640.526.633.1 15.114.311.812.4 4.83.92.01.1 EducConsH&SSE&CT 14.026.316.713.1 78.641.949.455.3 25.830.17.90.0 13.56.88.64.8 OthUGPGFr 76.128.281.848.6 31.043.211.04.5 23.917.04.55.5 4.33.01.5 OthUGPGFT 49.231.414.38.6 78.225.056.218.4 21.733.73.05.5 15.211.86.35.7 IGG SndPTAll 93.855.121.7 49.826.10.9 26.614.40.5 0.81.91.4 AllSndPT 35.519.43.9 48.490.34.2 45.722.12.4 7.29.81.9 Activity Framework 55: Average amount spent on books and materials

BIAD 41.17 185.42 222.74 BE 82.61 78.41 160.11 Bus 93.16 52.65 142.67 C&IS 88.60 140.22 219.03 Cons 63.16 224.10 275.90 Educ 58.99 .58.19 113.45 E&CT 66.46 91.86 158.32 H&SS 86.14 81.33 165.32 sig *** *** *** PG 70.92 113.74 179.89 UG 81.65 88.08 166.31 Oth 31.49 153.94 182.53 sig *** ns FT 87.75 118.39 202.09 PT 57.55 68.33 122.12 Snd 98.87 110.08 208.41 sig *** *** *** All 76.48 96.84 169.50

33 Activity Framework 56: Financial difficulty - Accommodation Activity Framework 57: Financial difficulty - Travelling .0 cz0 40 7ci ..0 co0 0 713 (1) 7i,..,u 7ci .3.' c-4 c-a) "a,.c.) -,-:d...,co 4 tia)czt .., Z 0 4 o cr) oE. 0't7.73 < 4 ci) g 0' < Ceb C&ISBusBEBIAD 46.661.755.451.8 t 4.94.38.08.64 11.78.27.99.3 14.214.814.78.6 12.311.210.18.0 4.94.13.93.2 C&ISBusBEBIAD 15.115.712.18.64 16.614.29.89.34 26.424.321.019.5 27.620.422.521.8 20.218.415.717.2 12.57.17.58.0 c.,.).i. H&SSE&CTEducCons 54.659.461.27.1 14.36.64.58.6 19.011.49.06.6 38.111.212.58.3 21.47.98.45.9 8.64.42.20.0 H&SSE&CTEducCons 17.810.010.79.5 15.114.012.97.1 25.823.631.017.8 20.422.726.416.7 13.228.618.814.0 11.87.99.67.1 PGFI'OthUG 72.052.265.533.4 6.96.37.86.8 14.810.65.13.0 21.013.58.66.1 10.415.37.81.5 0.84.24.75.8 PGFTOthUG 17.412.016.96.5 16.712.616.57.7 23.820.419.919.7 28.323.716.718.4 24.418.116.19.8 10.612.410.68.3 1GJ SndPTAll 55.630.486.9 6.89.25.0 15.59.21.5 12.217.41.2 16.49.40.9 4.19.70.5 AllSndPT 22.813.14.3 20.913.59.2 20.327.223.0 26.122.415.0 27.517.26.4 12.18.83.9 Activity Framework 58: Financial difficulty - Study materials/equipment Activity Framework 58: Financial difficulty - Field tripsivisits ..r, - ccoa) ) 74 --S3 5 46 -el7 ', 3 a) .9...0 cva) -,-,,- 73 g O 'r a)Ws' BIAD 6.6ZOco 9.3Z5c..1.2 10.5 ZO 15.6 (/)o:1-.) 26.8 0''541.) 26.1 , .0Li.., pc) 0o ", -.',?: :. .? u.. 0ocn 4.. 0 BEBIADBus 2.703.043.00 2.672.793.08 2.843.562.48 a 2.572.701.91 3.202.932.38 2.442.852.79 , 1.761.521.39 2.542.392.71 3.153.032.92 2.762.862.96 2.592.70 2.042.031.99 c) ConsC&ISE&CTEduc 2.722.892.862.98 2.872.972.812.86 3.142.932.542.73 2.321.711.771.67 2.753.272.702.80 2.902.662.612.59 1.391.741.621.66 2.602.142.521.32 3.003.503.303.11 3.002.833.573.06 2.712.583.182.82 2.032.192.111.97 PGsigH&SSUG 2.802.882.99 ns 2.782.832.80 * 2.762.782.58*** 2.182.722.23*** 3.063.022.80*** 2.692.66 ** 1.701.561.88*** 2.592.422.71*** 3.132.893.00 ns 2.882.962.73 **: 2.562.742.38 ns 2.002.042.16 ns sigOthPTFT 2.252.951.97 * 2.702.253.15 ns 2.313.103.18 ** 2.512.132.41*** 2.232.533.13*** 2.922.492.09 ns 1.361.781.27 ** 2.302.721.86*** 1.223.392.66 ** 2.582.213.23 ** 2.293.011.80*** 2.201.691.81 ns 1 S sigSndAll 3.032.87*** 3.142.82*** 2.982.79*** 2.212.31 * 3.482.94*** 2.653.07*** 1.661.90*** 2.952.53*** 3.493.07*** 2.903.32*** 2.673.10*** 2.0412.07*** s Activity Framework 69: Percentage of students having 'quite a lot' or 'a great deal' of financial difficulty (1993-1994) ri) ' ''' .a.0Z 174a)c4 . ..,-,b0 a) ..... bri a)V) "8E 79.5 .cE .s4 w o m .. '.- .tocz -t4u 0O Et: rd cn-o-, al8 ,.. +6o0 rF)..-.1 bv I:, O 0 11 13.e 1m BEBIADBus 21-15 14 - 158 - 11 223420 - 2533 - 23 4531 - 53 - 286 - 19 2736 - 33 - 438 - 14 3019 - 15 28- 23 - 16 a 70 -5 2 - 3 101811 - 10 - 1714 0 262936 - 282729 0. 252030 - 2526 222419 - 20- 2319 1312 - 789 - 8 EducConC&IS 4616 - 1917 21- 17 - 1115 262736 - 24362634 -25 3127 - 1526 - 1836- 15 4 43627 -27 39- 3638 - 22 233419 - 29 - 23206 - 22 98 -2 5 6- 12 1818 - 815 - -7 102 - 1 423759 - 37 38- 6026 - 29 4145 - 323032 - 57- 32 - 24 32262616 - 3323 - 1922 27161920 - 10 12- 159 I_ H&SSE&CTAll 1816 - 12 - 14 4027 - 27- 26 2625 - 26 - 18 41 - 3236 -32 2721 - 22 - 22 3 -4 7 - 3 1419 - 13 - 18 30 - 2933 - 30 33 - 2927 - 27 21 - 2316 - 20 17 - 148 - 9 JLG3 Evaluation Framework 1: Satisfaction and Importance for Library Facilities 61 -:..- --a. .),! !P.A ..5 c2 -8.A tg 8 . - - a.E laCA v)r6 E c3 opi E - : ,.. i ^ 'a. . 1si .c 9 - g g 0.E ?3'-E.E a g.E g g. 7r g c , ti ri 5 A -a. a) .Q A s i3 7's i. i v) *, "a' a. ... cl 9ts3 Esfi '8 o8 0 v 3 o :I '8 >., 2.., 1 1 E g sg t. t 0 1 :14 E ..4 .§ .§ o 1 sou .s.:E. .1.1, E. lE ho 1 a ::7-71 .8 8 "a 6, -a4.) "a 5. "a 5, S .5 ..,.- 2. .15, .0A-1 ea tN 1 i ?...0 2 so tu) 6 it° .8 .5..00. .-50. irta. -5 S o. $o. ts .1' :FC. t" i.; I BIA D 4.61 sg 4.87 s g 4.22 < 6.36 ¢7, :. 4.24 6.42 4.05 iD . 6.28 & 5.20-1:2 5.79 4.36 02 5.46 0.0$9 412 5.18 5.25 z.0 5.04 z.9 .0 4.67 < 5.22 < 5.20 .i 5.78 0 a 5.63 l'2 5.97 2 5.02 ::.-1 4.30 :.:5 416u00 4.25 00(.., 4.79 0'Z 5.32 4.60 .: 5.18 5.31 .0'1 5.035.45i& 4.464.52 1< 5.025.22Iir-t ConsC&ISBusBE 4.794.394.474.37 4.784.854.194.99 4.213.132.853.06 6.386.586.296.39 4.523.723.803.67 6.486.496.226.30 3.394.273.633.69 6.446.056.526.29 4.954.384.674.66 5.774.805.445.50 3.844.713.623.84 5.595.755.605.78 3.314.133.173.34 5.976.025.456.17 3.754.403.603.82 5.374.944.905.38 4.414.354.313.90 5.075.535.495.12 5.184.455.635.41 5.665.605.645.73 5.565.795.215.50 5.425.525.745.75 4.334.584.304.22 4.004.234.003.40 4.204.404.724.57 4.314.754.453.85 4.975.294.864.85 4.885.635.005.32 t 4.364.524.605.24 4.965.184.835.59 4.185434.174.33 4.955.175.21 4.624.124.63 5.385.145.55 H&SSE&CTEduc 5.254.275.11 5.494.485.33 2.883.443.37 6.696.336.46 3.624.073.66 6.676.296.50 3.483.853.65 6.566.606.36 4.324.294.74 6.134.876.04 3.863.773.73 6.056.035.58 3.313.323.50 6.366.036.28 4.093.785.35 5.595.445.07 4.304.045.13 5.675.395.72 5.695.345.00*4, * 5.945.646.03 6.255.495.40 5.955.476.24a * * 4.094.074.85** 0 4.554.413.90 4.834.514.43 4.595.084.09a ** 5.334.914.86 5.475.305.59 4.424.505.06 5.495.455.19 4.084.215.47a ** 5.524.855.73 4.554.355.22 5.695.615.34 ta..).t=. sigUGPG 4.584.68saa 4.895.07ass 3.173.26*as 6.436.52aas 3.803.75ass 6.406.39aaa 3.683.55sas 6.406.55asa 4.624.56ass 5.575.98aas 3.903.60a** 5.725.83asa 3.413.36ass 6.035.93as* 4.153.65*as 5.185.59ass 4.364.57*as 5.445.33*** 5.405.05 5.715.99 * 5.515.64*** 5.655.86 4.364.54 4.124.17 ** 4.514.72*** 4.394.68 4.914.94 5.245.66*** 4.544.67*** 5.175.49* * 4.444.41 5.125.58**I' 4.574.69a** 5.385.25a** sigOth 4.564.80*** 4.844.83 ns 4.653.14sa a 6.516.02*** 3.614.66saa 6.506.15 ns 3.524.37*** 6.506.07 *a 4.605.09 a 5.725.46.1.1.1. 3.854.54*RS 5.845.37 ns 4.303.36*** 6.065.03*** 4.215.42as* 5.245.28 *a 4.384.52 fts 5.555.39 ns 5.225.40 as 5.565.73 ** 5.485.97as 5.865.70 ns 4.335.25*** 4.264.213.89ns 4.604.494.27 rig 4.2744.02 63 a 4.885.125.02 ns 5.365.195.21** 4.534.904.74 ns 5.155.265.11 *a 4.475.644.73*a* 5.165.195.21,1,44, 4.424.674.56 ns 5.425.265.48 ns FrsigSnzlPT 4.464.72 a 4.795.06 a 2.853.58*as 6.596.23ass 4.313.33aas 6.546.18saa 4.073.34*as 6.236.51**a 4.264.80ass 5.635.49 a 4.023.66 as 5.735.54 as 3.213.65*as 6.205.75a** 3.854.16 ns 5.315.04 ns 4.094.54 a* 5.345.27 as 5.515.20 as 5.585.80 ns 5.505.67 a 5.545.74 ns 3.884.77a** 4.32 sa 4.48 ns 4.40 rig 4.80 ns 5.28 Thil 4.26*es 5.23 ns 4.02*** 5.14 ns 4.38 ns 5.23 * GostaBoumvillePerryWestboume BarrG reel Rd 4.565.084.485.02 4.944.984.965.33 3.453.804.993.04 6.4666.546.27 47 4.823.763.693.73 6.486.536.476.39 4.583.613.473.60 6.396.286.466.54 4.514.725.165.39 6.015.995.635.60 4.134.783.773.86 5.995.455.595.76 3.323.904.533.33 6.275.354.956.11 5.345.115.673.80 4.835.295.265.55 5.155.104.284.30 5.275.455.715.13 4.995.215.895.46 6.005.865.72 6.265.356.435.48 6.235.996.035.60 4.304.784.805.28 4.324.414.094.69 4.634.594.803.95 4.09: 174.594.27 4.925.284.715.24 5.335.675.435.28 4.525.004.435.04 5.245.215.255.56 6.144.215.484.88 5.715.635.365.13 4.565.264.964.13 5.075.485.375.73 Vitt/BranstonMargaretConservatoire St/Int. St li 4.004.785.11 4.674.814.20 4.174.415.783.33 6.376.006.88 5.674.504.494.24 6.465.886.69 6.004.134.234.35 6.336.086.535.89 4.925.005.755.28 5.635.944.905.13 4.384.684.59 6.215.635.294.63 4.134.474.633.60 5.755.715.464.94 4.414.755.784.89 5.006.064.82 4.755.443.563.88 5.885.175.655.25 4.444.564.335.00 6.065.335.935.66 5.405.005.765.59 6.505.715.765.50 4.385.385.505.20 . 3.33 4.253.273.75 4.694.214.293.60 5.584.293.933.40 4.804.005.244.79 4.506.174.854.87 5.204.504.334.75 4.534.675.624.85 4.785.396.005.22 5.155.065.115.75 4.104.205.113.44 5.385.005.695.20 sigNeneSatelliteA II 4.294.824.61ass 4.294.913.81ass 2.863.27a** 6.476.425.62ass 3.583.84ass 6.246.385.69 as 3.683.70asa 6.405.68ass 4.544.64ass 5.625.13ass 3.513.89**a 5.055.72 as 3.453.03ass 5.975.49ass 4.004.15ass 5.245.05 a 4.264.40a** 4.955.42 ns 4.515.39**a 5.745.18 ,, 4.765.56a** 4.625.69as* 4.324.43*** 3.544.13as 4.004.53*** 4.423.38 a 4.724.92 a 3.975.30*** 4.504.57** 5.224.15*** 4.514.39ass 4.245.19*** 4.344.58*** 5.365.03 ns Mean v.v. for 7 point scale - 1 10 (-'. r t)Satisfaction:Importance: 1 . Very Dissatisf.d, 7 1 . Not at all important, 7 . Very imporiont Very satisfied 1 6 Evaluation Framewodt 2: Satisfaction and Importance for Computing Facilities ....:.: 8 c.V -'0::co O O.75 in- a g G E cli G .8 H. E. e E e a G in' G "ag "o'8 01 o8 o ..ig8E ..g8e ..S "'..." ci 1;)-.:-:. 8 o8 g S iii E G g co t4 g .2 g ...5*=-6, :=2:--.. bo .g .c_c c ':-."oc := 8 ....,8to i'il....0 E iO5E 8 1 i.-.6...... coc. "6 0.`. t2 o cS o 2 ? g' 74 43,.o "6 "6 - to to o !4 .. g 2c Tti'g 70"c (I > o Ti IL '.*. > I = = t'N 40 Bi6BEMAD 4.284.304.14 C 5.245.084.86 S 2.883.753.28 < 5.495.345.01 IL 4.624.844.20 5.234.945.28 II 3.633.553.44 it1 5.435.265.41 1i-, 4.283.763.66 c 4.804.904.75 a 3.733.523.45 i 4.884.774.87 4.464.684.10 x 5.195.395.37 x 4.124.655.03 5.255.245.331 3.533.99 < 5.455.425.41 < 3.664.264.78 & 5.535.365.420' 4.974.785.16 g 5.405.305.49 g ConsC&ISE&CTEduc 4.904.384.533.23 4.055.714.C45.92 4.003.574.252.46 3.746.015.915.13 4.834.602.175.09 5.675.263.7b5." 6 3.752.644.414.01 5.715.604.065.79 4.804.122.275.14 5.133.595.915.77 3.864.003.991.83 5.475.275.203.76 4.424.723.734.46 4.005.865.615.57 4.515.013.204.52 5.735.334.065.93 3.453.224.481.62 5.925.443.506.13 2.103.09.3.125.13 5.855.493.245.93 4.465.332.704.23 6.195.895.483.76 UGPGsigH&SS 4.414.354.49*4* 5.285.134.68*4* 3.533.994.34*I* 5.505.295.02*** 4.634.944.39*** 5.365.285.12*4* 3.803.623.82*** 5.535.405.55 I* 4.143.74*** 4.945.155.12*** 3.923.763.7244* 5.005.225.03*4* 4.434.614.86*** 5.465.635.58*44 4.724.814.52*4* 5.475.215.42solo* 3.663.794.44*4* 5.555.615.20*4* 3.893.904.29*4* 5.515.535.19*** 4.944.684.74*** 5.565.535.24I** OPhFTsig 4.124.42 re 4.045.47*4* 3.403.48 *4. 4.235.674.4* 4.644.15 ** 5.524.20*** 3.593.74 IIS 5744.61*** 4244.173.60 ** 4.005.32401* 3.763.24 rIS 4.505.20 * 4.504.41 rs 4.575.674.1* 4.674.89 rIS 5.634.63 ** 3.613.67 M 5.844.75 4* 4.084.52 rfi 5.754.91 * 4.914.86 11S 5.754.78 4* NonesigSndPT 3.834.464.29 ns 2.845.824.464.1* 3.344.043.33*4* 3.006.104.6740* 2.175.014.47*4* 5.734.723.00*4.1. 2.3..4.113.61 *4 5.744.883.35*** 2.274.683.994.40 3.175.664.45441. 3.983.562.31 * 3.655.214.60*** 4.624.283.18 ns 3.445.824.86 41.1. 4.364.473.10 4* 4.783.505.82*4* 3.403.613.85 (IS 5.844.823.63*** 3.303.603.80 4* 5.844.853.75*** 4.604.11 *0 3.945.864.9844* CoxEdgeDawsonBaker 4.664.284.724.89 4.955.445.715.41 3.723.964.314.13 5.325.655.915.56 4.924.815.084.77 5.505.955.655.41 3.653.964.004.01 5.606.006.045.63 3.924.504.07 5.044.964.835.61 3.783.674.123.79 4.895.715.275.00 4.814.535.564.54 6.045.495.755.89 4.964.594.74 5.505.755.815.34 3.893.643.493.93 5.746.135.855.39 4.662.953.484.23 5.695.825.745.33 4.964.714.884.86 5.545.915.525.41 GaltonGostaMany1.ibrary UCEGreen locations 4.304.014.514.58 5.795.705.893.77 2.623.013.324.31 6.075.976.194.18 4.834.404.824.57 5.845.574.415.74 3.613.353.713.83 6.164.595.645.73 4.463.754.663.54 5.285.575.624.24 3.844.033.873.45 5.095.335.194.38 4.354.714.114.65 5.496.125.834.59 4.544.634.045.01 6.085.814.495.64 3.533.993.244.03 6.286.244.585.84 3.664.723.534.50 5.796.296.224.47 4.834.755.015.30 5.876.296.064.54 WestbotIneOwnAtwoodFcvney PC Rd 4.314.704.734.85 5.166.154.255.77 4.473.843.933.48 5.296.163.873.99 4.174.774.955.36 5.455.744.145.70 4.543.434.023.78 5.805.404.755.79 4.325.673.434.85 4.315.875.276.43 4.214.093.063.91 4.355.365.395.30 4.804.205.004.39 5.615.745.785.00 5.084.384.46 5.266.005.205.78 3.194.613.553.77 5.526.094.715.98 3.025.392.803.77 4.875.865.555.85 3.524.624.445.51 5.566.364.935.92 sigSatelliteAllBournville 4.394.354.86 * 4.706.435.20*** 3.324.793.58atai 5.425.086.36it** 4.654.285.43*** 4.926.145.30*** 3.764.045.07*** 5.266.435.47*itii 4.203.884.47*** 5.094.085.73*** 3.764.573.73 ** 5.015.155.29*** 4.794.455.20 4* 5.445.306.14*** 5.434.565.24*4* 4.966.365.39*4* 3.683.854.574** 5.236.385.52*** 3.924.734.36*** 5.486.57*4* 4.775.125.55 5.306.365.52 C. Mean scores for 7 pnint scale- Importance:Satisfaction: I .= Nnt Very At Diautistied, all 7 . Very satisfied important. 7 e Very Important Evaluatijn Framework 3: Satisfaction and Importance for Refectories . §6 . 0.E gi "§ IAo -.._. ovi(0 1 ...... t. c 1.1 H...- O - - . S to . sto 0 r.," o,' 2 II. il 3. 1. 0I ,2"0 6. 1 51 ETi. 0'-_i E .7' ,''' 0 0 :" F.1, .s .7..0 a 2 V .st ' s "6 2 71 u P., t.) :F, :F..0 li .5.4 8 1§4 g".0 tK1: ,8ta. c0 ..E. 0 0 O. "E; F 2 .. N ... *If. '; i p 13E131 A D 3.903.89 0 4.204.80 4.193.54 < 8 4.244.84 ''<8 4.664.49 -'a 4.605.29t.- 4.394.18 0 d. 4.374.88 o a. 4.204.090 6 4.004.47 u 6 4.244.05 d 4.505.02 d 4.014.14 02' 2.963.500 4.074.26 'A 4.254.93 3.983.96 3.543.84 :4 4.113.96 u..= 4.164.59 4.044.15 tii 4.034.35 tvi 4.074.11 tgt 4.133.56 cnt. 4.143.48 3.984.74 ,1 C&ISEducConsBus 4.344.184.08 4.964.734.754.65 4.124.354.303.44 4.73.4.634.93 4.984.034.77 4,995.274.915.05 4.374.483.66 5.085.064.814.78 4.514.184.454.29 4.664.794.434.25 4.634.454.483.77 5.265.105.295.21 4.384.254.184.02 4.023.623.323.08 4.594.044.504.34 4.804.754.235.72 4.634.114.254.08 4.774.233.773.52 4.374.354.153.81 4.775.004.434.05 4.274.254.194.15 ' 3.76 4.674.644.11 4.294.104.15 4.494.724.093.56 4.123.214.364.29 4.734.444.415.05 .Ia sigH&SSEs,crPG 4.403.813.99*** 4.894.534.48 ** 4.024.654.24*** 4.464.984.55 ** 4.854.634.59 ** 4.645.234,82 ** 4.704.464.17*** 4.505.024.51 ** 4.224.424.18 ns 4.154.914.21 ** 4.324.554.21 ** 4.954.865.09*** 3.914.254.15 ns 3.873.323.15*** 4.534.373.92 * 4.214.984.59*** 4.294.203.85 ** 4.463.823.74 * 4.244.063.88 ns 4.524.374.08*** 4.164.253.89 ns 4.704.113.94*** 4.274.203.90 ns 4.313.903.63*** 4.694.243.88*** 4.244.814.39 ON FTsigOthUG 4.233.684.10 * 4.854.664.68 rts 4.254.213.51*** 4.744.704.90 as 4.764.454.74 rts 5.055.265.15 * 4.444.344.43 ns 4.794.974.91 as 4.393.874.32 * 4.694.354.43 its 4.513.894.42 ** 5.444.795.07 as 4.174.253.92 * 3.603.303.39 as 4.514.094.41*** 4.524.665.02 * 4.313.734.22 ** 4.043.753.88 as 4.283.684.22*** 4.784.464.39 as 4.303.984.21 * 4.204.484.22 rts 4.283.884.23 ** 4.203.933.89 as 4.213.604.25*** 4.694.764.51 ris sigSndPTAll 4.264.06***3.75 4.344.654.76*** 4.194.464.05 ** 4.674.944.24*** 4.914.554.71 ** 5.144.575.01*** 4.394.604.23 ** 4.764.954.38*** 4.444.054.28*** 4.574.393.89*** 4.664.034.37*** 4.285.035.45*** 4.134.153.93*** 3.063.36***3.26 4.394.024.34*** 4.604.753.91*** 4.224.153.90*** 3.863.69 * 4.294.153.89*** 4.564.353.69*** 4.164.173.95*** 4.174.033.80*** 4.184.024.18 ** 3.893.973.45*** 4.004.174.44 ** 4.144.494.65*** Mean stores for 7 point scale - Satisfaction:Importance: I a VeryNot at Dissatiefied, all important, 7 7 a Very important Very satisfied 1 e tif Evaluation Framework 5: Satisfaction and Importance for Accommodation (1)201)03Of) 2Of)G.) .I3 4. 5P. -- Fj0ao 5 ()O ov.) O(..)tzo (.1 g0 C,2g. ) g- g-5 BIADC&ISBusBE 4.714.654.684.73 5.506.106.005.30 4.945.185.375.12 5.955.896.186.18 5.255.064.955.06 6.095.805.716.04 3.323.293.34 4.955.245.395.78 3.553.853.893.49 5.275.345.305.79 3.473.553.863.56 5.265.545.905.23 4.544.124.383.58 4.334.735.035.48 4.134.504.254.42 4.374.935.446.04 4.134.044.454.81 4.424.955.446.19 4.594.284.253.80 4.654.955.266.04 ...1.t=. ConsE&CTEduc 4.384.635.03 6.235.635.606.09 5.275.195.435.62 6.136.416.296.18 4.765.035.215.38 5.926.236.005.94 3.443.753.763.19 4.875.725.315.02 4.233.934.143.32 5.145.975.095.74 4.414.143.643.91 6.005.195.355.72 4.194.634.463.91 4.585.825.535.00 4.634.334.963.96 4.676.185.535.31 4.004.634.384.50 4.675.246.365.50 4.223.813.944.14 4.716.365.315.27 H&SSUGPGsig 4.684.664.65 ns 5.545.74*** 5.335.25 ns 6.106.11 ns 5.095.20 ns 5.915.93 ns 3.433.39ns 5.275.00 ns 3.753.80 ns 5.675.44 ns 3.613.74 ns 5.475.76 ns 4.184.00 ns 4.714.98 as 4.164.40 ns 4.755.21 ** 4.004.38 ns 4.755.27** 4.223.404.15 ns 4.753.885.28 * sigOthFT 4.954.72 ns 4.686.13** 5.285.08 ns 5.545.516.30 * 4.925.15 ns 5.746.14 ns 3.473.40 ns 4.453.515.62 ns 4.334.113.72 ns 3.623.445.72 Acic 4.084.093.68 ns 4.003.565.77 * 4.203.603.97 ns 2.905.423.25 ns 4.194.363.60 ns 4.003.065.70 ns 4.004.234.41 ns 3.883.095.72 ns 4.104.21 ns 5.703.23ns SndPTAllsig 4.684.424.66 ns 4.635.865.68*** 5.095.755.26*** 6.096.27*** 4.925.645.11*** 6.065.325.92*** 3.773.403.14 * 5.505.21*** 3.813.78 ns 5.825.41*** 3.733.74ns 5.785.45*** 4.134.15 ns 4.915.19*** 4.374.47 ris 5.385,14*** 4.344.22 ns 5.435.18*** 4.143.98 ns 5.435.19*** Mean scores for 7 point scale - Satisfaction:Importance: I = IVery = Not Dissatisfied, at all important, 7 = Very 7 = satisfiedVery important Evaluation Framework 6: Satisfaction and Importance for Course Organisation and Assessments (7) g CZcug F.3 .--...... -- ..2 tog . - =a.)0 -C-7) .a. -...... -' .a. '.7.:0c:= _3 .0174 z F/3 .0F.= -5 b -50 b a.g0 - ga2.0 F.5 giii ,z g yza;=nZ :7-,3a 6i.S.8 a..9 ci0 ,..0 n>-,x >-,xaa, mV:V) c) .0 04 ciiC.) C.) 00 0 .n 0 .0 5C.) .44 5 g cig ue3 5 6 0 6g 6gtli 7-:: Ei5 ..5]5o5 n6a 6an gla. rt) E 50 _ '60 6 r.z) > > rE). BusBEWAD 4.444.234.37 5.855.765.95 4.854.594.57 6.185.936.09 5.024.774.88 6.146.125.82 4.614.564.65 6.066.086.09 4.664.784.72 5.735.965.95 4.784.544.52 5.945.654.27 4.243.994.23 5.025.404.41 4.324.234.74 6.126.36 4.444.554.94 6.126.116.45 3.843.384.47 5.915.945.73 4.103.634.23 5.895.885.87 3.853.673.79 5.255.435.39 3.833.524.48 P: « 0 0 « (7 Z Z u 6.126.215.94 4.074.174.62 5.635.58 44.344.97 40 5.215.314.70 4.004.174.48 5.705.625.87 ConsC&ISE&CTEduc 4.514.504.144.89 6.055.84 5.866.12 4.664.58 4.564.96 6.256.20 6.216.19 4.855.04 4.785.26 5.956.26 6.076.22 4.544.65 4.535.15 6.226.34 6.186.37 4.714.85 4.775.34 5.656.06 5.906.09 4.854.60 4.534.93 5.715.80 5.935.56 4.494.21 4.314.96 5.465.51 5.475.73 4.684.27 4.125.21 6.056.33 6.186.42 4.764.57 4.255.23 5.856.31 6.076.41 4.023.65 3.234.09 5.666.17 5.956.17 4.224.00 3.704.46 5.806.07 5.876.11 3.933.89 3.704.58 5.635.73 5.315.88 4.853.19 3.233.82 6.366.186.536.40 3.733.834.28 4.60 5.786.015.33 6.10 3.964.474.35 5.41 5.385.585.10 5.66 3.714.364.98 4.79 5.795.896.17 6.13 UGPGsigH&SS 4.364.814.54*** 5.906.086.10 4.705.064.97 6.176.146.22 4.955.115.20 6.186.096.41 4.674.935.05 6.196.286.45 4.805.065.15 5.955.996.23 4.664.68 5.785.155.69 4.284.324.49 5.275.225.28 4.364.594.46 6.236.346.42 4.514.774.55 6.206.336.37 3.554.173.26 6.026.066.34 3.894.373.86 5.956.086.13 **3.854.094.05 5.515.435.65 3.683.893.84 * * *** *** *** *** *** ns *** *** *** *** *** *** *** *** *** *** ns *** *** *** *** *** *** *** *** *** *** 6.296.276.47 4.044.704.38 5.785.876.17 4.384.764.29 5.355.275.64 4.154.564.20 5.825.956.06 sig001PTFT 4.384.544.35 ***5.57 5.92 4.53 4.824.67 5.79 6.176.14 5.08 4.944.98 5.70 6.056.19 4.72 4.734.66 5.88 6.046.29 4.82 4.894.79 5.65 5.816.06 4.74 4.754.63 4.42 5.485.67 4.44** 4.364.26 4.29 4.975.35 5.11 4.594.40 6.19 6.226.27 5.39 4.724.56 6.29 6.216.26 4.82 4.223.50 5.50 5.926.01 4.50 4.203.87 5.66*** 5.935.98 3.96 4.013.82 4.94 5.005.76 4.63 4.223.49 ** ns *** ns ** ns ns ns *** ns *** *** ns *** ns *** *** *** * ns ** *** *** *** 6.116.335.61 4.574.034.99 5.775.765.38 4.764.355.27 5.205.374.80 4.234.22 5.745.915.67 * *** ** ** ns AllsigSnd 4.434.37 5.915.8611S 4.74 6.146.05 4.985.08 6.146.26 4.714.80 6.196.24 4.844.86 5.945.89 4.674.59 5.625.89ILS 4.294.23 5.215.38 4.444.09 6.246.16 4.614.39 6.236.13 3.712.91 5.996.16 3.993.82 5.955.87 ns3.893.78 5.465.71 3.773.36 ns ns * ns *** ns ** IIS ** ns *** *** !IS * l'IS *** * *** ns ns *** *** *** *** 6.386.25 3.59 4.19 5.79 5.77 4.11 4.48 5.41 5.31 4.11 4.21 5.85 5.83 ns *** ILS 11.5 * Mean scores for 7 point scale - Importance:Satisfaction: 1I == VeryNot at Dissatisfied, all important, 7 = 7 Very = Very satisfied important 0 Evaluation Framework 7: Satisfaction and Importance for Teaching Staff 'i) -th' ',L.,' 14 1:-... iii74 ;::.78 a) 6-) oo .-..-.., 1TiA0 173T') 'tia11 *g 1-.8 ...... -o -e-6 (-7) (7)*>ua) '>o .- 49.o .- oz it) ,.... .-a. a.uco -_.*a'ta.uez0 ili rz, .5 .5 ep 0 :0) .?.,O > gi -f...' -6't..= s co co .? -0,, -§ .00 .00...,-4 -u --..c.ta., o .,.., *ES C7) -..) - >. .t.. on to *5 co .4 g ...f) 0,,,i 0 "0 0 *0 ..,0 A; ....TA 0v,= a ',F.-4 on sn .0 .c§ .F. ....C, 0 3 to u. . uC. CI Cl) 01) C.) CJ .c "s3 11') -6 I. i i co co lii u -§ ,g Z.5 .= c., .- tip .0:.-... .0 = u co .zco 0 0 B1AD 4.40 *0 6.47 :2 .>.w. 5.71 a0.P 6.60 a.P 5.33 >c) 6.57 6'>c) 5.981-0¢)cr. 6.69 ¢co 5.36 v) :-.P0. 6.32 c-iitPa. 5.23 0 6.28 0 5.40 uco 6.53 E--. co 5.61 E-. uc.) 6.37 g u 5.21 = 0 6.39 -7; 5.49 41.06 6.51 IL/ 0u 5.62 C4.a) 6.40 iz:_..F? 5.60 a.0la)IZ' 6.53 trl 5.84 ce 6.51 IC4 BusBEConsC&1S 3.884.143.893.97 5.956.206.246.35 5.085.185.245.04 6.266.476.186.35 4.804.754.904.72 6.296.366.096.13 5.575.455.465.64 6.566.686.526.47 4.304.734.645.12 5.895.756.296.19 4.924.655.025.28 6.025.936.076.12 4.804.504.714.75 6.546.436.456.58 4.734.695.144.74 6.216.386.586.41 4.624.904.97 6.356.346.166.29 4.944.935.074.97 6.116.406.396.21 5.615.364.835.00 6.096.246.296.26 5.195.105.035.29 6.406.286.246.36 5.515.345.605.32 6.486.406.196.04 `C.)4, E&CT Educ 4.563.903.39 6.146.376.44 4.785.945.36 6.576.146.55 4.454.975.39 6.476.096.43 5.885.245.99 6.706.456.69 4.854.155.42 5.876.436.28 4.704.905.89 6.275.926.38 4.474.895.29 6.516.636.71 4.575.394.82 6.596.366.55 4.605.035.38 6.166.606.55 5.154.625.66 6.146.586.53 4.905.435.97 6.486.236.54**tic 5.364.675.75 6.136.586.51 5.195.935.50 6.495.986.67 sigH&SSUGPG 4.443.84*** 6.216.29*** '5.715.11*** 6.346.46*** 4.785.16*** 6.256.27*** 5.615.66*** 6.576.59*** 4.655.11*** 6.036.13*** 4.905.32*** 6.076.19*** 4.774.86*** 6.556.51** 4.815.02*** 6.436.32*** 4.894.95*** 6.356.33*** 5.015.25*** 6.306.35*** 5.235.53*** 6.296.30 5.165.24*** 6.446.34*** 5.435.67*** 6.516.266.40*** sigOthFr 4.913.92*** 6.346.31 ns 6.075.10*** 6.536.44 * 4.785.72*** 6.506.32 * 6.195.62*** 6.696.60 ns 4.655.71*** 6.286.14 ns 5.694.82*** 6.406.10** 4.715.745.11*** 6.616.576.54 ns 5.865.154.82*** 6.486.436.42 ns 5.064.905.65*** 6.376.436.37ns 5.334.955.76*** 6.526.356.34 ns 5.156.025.59*** 6.416.286.50 ns 5.115.855.46*4,* 6.446.396.38 ns 6.215.845.33*** 6.376.29 ** sigSndPTAll 4.234.003.52*** 6.256.126.23*** 4.885.565.26*** 6.186.366.37*** 4.645.114.90*** 6.246.206.27 ns 5.395.785.66*** 6.596.486.58 ns 4.335.084.79*** 5.876.036.06 ** 4.945.265.02*** 6.016.146.11 ns 4.534.85*** 6.556.55 ns 4.454.91*** 6.376.42 ns 4.794.95 * 6.236.35 ns 4.815.09*** 6.206.33 ns 5.125.33*** 6.316.07*** 4.815.22*** 6.226.36 * 5.155.52*** 6.306.10 ** Mean scores for 7 point scak - 197 Importance:Satisfaction: 1 = VeryNot at Dissatisfied, all important, 7 = 7 Very = Very satisfied important Evaluation Framework 8: Satisfaction and Importance for Teaching and Learning Methais G a c., ..,. 1 '8 a G a 1, ,-.t, o.".o'6g8 '5 g8 c7) c:.,...... % .9. 5. -,...e,= .,.,q . _ P. f. --, .t-.-, G .i., t.o to 'irlg Tr.g .2 .2 to .8to -5.a. "g. tsE. E.ts 4 -G. 4 . Filo... -8 -8 .i. 8 c., a .5 c .'' - - a c,z e .7A a a a . .2 ,9 BIAD 4.59 ...... 1 3.52 G,.....,"I 4.47 3a 5.92 E.-.a 4.77 w vc 5.78 '531) 5.34 ga 6.38 6.-I=a 3.57 c.,13 4.90 :-.SIu 3.90 >a 5.23 5 5.01 .--)? 5.78 I 4.91 >r 5.32 'a 4.96 C4g 5.66 8 5.04 In 6.41 0 5.46 a 6.09 r: 4.27 .v 4.79 0 5.44 .2.. 6.00 5.65.5 6.39 'io e 4.43 g 4.96 Z g 4.93 g 5.72 4.57 3.S 5.01 5'.S BE 4.60 6.22 3.88 5.46 4,45 5,78 3.88 5.20 3.27 4.18 3.52 4.97 4.82 5.71 ' 4.83 i' 5.82 4.49 5.81 4.45 5.81 5.05 5.69 4.14 4.92 4.80 5.67 4.11 5.16 4,29 5.67 3.83 4.99 4.49 5.57 Bus 4.89 6.37 3.67 5.35 4.37 5.37 3.83 4.46 3.46 3.68 2.98 3.53 5.16 6.00 5.10 6.07 4.92 6.10 4.37 5.71 5.01 5.51 4.20 4.86 4.72 5.17 4.13 4.68 4.98 5.87 4.40 5.65 5.16 5.93 ConsC&Educ IS 4.844.635.034.68 6.206.166.205.58 4.463.674.313.83 5.975.635.645.94 3.974.614.344.55 5.075.605.315.74 4.275.005.024.64 5.786.036.435.67 2.985.252.593.96 4.326.014.664.49 2.774.762.643.30 4.304.194.485.66 4.904.785.165.39 5.766.016.165.84 4.914.994.794.85 6.045.855.865.69 4.664.874.904.99 5.965.556.125.60 4.284.864.884.40 5.446.135.956.01 4.984.925.425.17 5.366.395.675.99 4.455.124.634.42 6.045.555.375.10 4.695.054.304.60 5.795.815.005.68 4.515.085.814.68 5.836.216.645.66 4.695.374.164.50 5.775.825.935.03 4.224.455.363.87 5.675.385.85 4.835.164.744.82 5.875.935.805.26 CDc.n PGsiHE&C1' g&SS 4.484.99**0 5.916.40*** 4.284.04*4.* 5.885.90*** 4.374.54*4* 5.605.39*4* 4.304.01*** 5.465.23*I* 4.005.15*** 5.784.17*44 4.243.71*4* 4.994.68*** 4.995.22*4* 5.746.10*44 4.885.18 * 5.766.134.* 4.875.09*** 6.136.24*4* 4.784.594** 6.126.194** 5.195.44*4* 6.096.06*4* 4.574.66*** 5.385.36*I* 4.665.0744* 5.825.37*4* 4.494.47*Oh 5.495.504** 4.595.034.1* 5.596.054.1* 4.283.97*I* 5.315.23*** 4.715.124** 5.606.04*** OthsUG ig 4.924.84*** 6.265.54*** 4.723.91*** 5.555.65 (IS 5.034.374.4* 5.465.51 ns 5.594.25*** 6.515.31*44 3.723.84 ns 3.984.72 *4' 4.273.2944* 4.824.46 04' 5.405.01 4* 5.905.93 IlS 5.105.00 ns 5.495.94 5.014.84 ns 5.805.92 * 5.324.454.1* 6.345.84*** 5.675.13*4* 5.985.74*4* 4.6.44.35 * 4.815.10 4* 5.384.74*4* 5.815.48 *4' 5.804.53*Art 6.465.43*** 4.78 5.115.78*4* 5.194.22*4* 5.585.52 ns 4.964.93 ns 5.225.8044* PTFT 4.824.764.83 6.396.076.20 4.053.544.13 5.735.865.41 4.514.374.47 6.005.765.04 4,004.444,38 5.305.125.68 4.573.743.66 5.893.035.18 3.473.163.62 4.663.805.03 4.974.865.16 5.875.915.90 4.945.044.95 6.005.835.91*I* 4.734.934.82 5.956.015.91 4.464.264.75 5.985.945.85 5.145.215.16 5.895.855.68 4.274.554.32 5.165.015.21 4.884504.73 5.695.665.33 4.354.614.68 5.545.155.'78 4.584.824.74 rs 5,775.765.67 4.39.4.393.57 5.525.365.59 .4.824.855.01 5.775.795.69 sigSndAll 4.79 IV 6.17 4* 4.01*4* 5.67*I* 4.44 ns 5.52*4* 4.35 *I, 5.42*4* 3.85*1* 4.62*4* 3.48 * 4.56*4* 5.034** 5.90 1116 4.99 115 5.89 f IS 4.86 IS 5.94 IIS 4.5544* 5.92 TIS 5.18 l'IS 5.80 4.4' 4.40 *I. 5.12 ns 4.82 ns 5.50**I. 4.61 * 551 soo. 4.75 113 5.72 113 4.28*4* 5.49 * 4.90 * 5.74 ns Mean scores for 7 point scale - Satisfaction:importance: 1 = 1 Very = Not Dissatisfied, at all Important, 7 = Very 7 = saddled Very important Aor Evaluation Framework 9: Satisfaction and Importance for Social Facilities C7i ...,'-'...-. 0C..) 0C) --..... E .....- ., ---.. o --- o tt':',.- )c* 5c.. g 7: 2F., .- ..,...... , :-.--. CO :-....-. 73 II 0V) :14 -n 0 0 ."" ..-. 2 -74 es es bf) .5, 0 0 "U CU B1AD P- ea 3.27 4.48 0 3.40 4.01 3.31 CO 3.99 cd 3.63 5.19 4.31 2 5.02 3.59 V)-tA 0 4.09 V)4 C&ISBusBE 4.274.284.143.84 4.795.074.534.43 2.743.573.413.53 4.574.894.074.14 3.813.823.76 4.264.634.25 3.343.263.06 4.274.093.96 3.393.383.29 4.145.803.673.96 4.664.534.574.00 4.935.085.355.65 4.614.554.434.43 4.935.255.424.85 2.794.213.983.92 4.134.564.064.20 ConsH&SSE&CTEduc 4.273.784.423.99 4.544.665.185.03 3.213.643.273.63 4.954.304.954.35 2.984.113.713.81 5.084.214.524.90 2.663.603.263.79 4.524.573.683.86 * 4.683.783.563.76*** 4.323.703.82*** 4.634.534.86*** 4.985.235.34*** 4.794.455.14*** 5.094.835.14 * 4.114.493.90*** 4.054.274.57 ns ' sigPGUG 4.223.98** 4.694.57*** 3.403.53*** 4.404.13*** 3.783.62*** 4.474.03** 3.353.11*** 4.163.89 3.513.46 4.013.57 4.544.39 5.14 4.654.41 4.995.10 4.013.90 4.253.92 sigOthFT 4.093.95 ns 4.775.06ns 2.853.23 ** 4.814.65 ns 3.343.65 * 4.394.88 * 3.153.28 ns 3.864.58 ns 3.373.42 ns 3.724.50 * 4.413.67*** 5.245.31*** 4.274.61 * 4.745.155.01 ns 4.133.883.67 ns 4.004.723.18 ns sigSndPTAll 4.034.364.17 ** 5.073.954.68*** 3.063.763.38*** 4.753.564.38*** 3.983.503.74*** 4.773.544.42*** 3.123.713.32*** 3.114.114.68*** 3.133.903.50*** 4.352.853.94*** 4.334.614.47 * 5.334.865.15*** 4.564.594.60 ns 5.155.00*** 3.993.98 * 4.684.20*** Mean scores for 7 point scale Satisfaction: 201 Importance: 1 = VeryNot at Dissatisfied, all important, 7 = 7 Very = Very satisfied important Evaluation Framework 10: Satisfaction and Importance for Self Development " :"7" 55 CO =:' ,"-i) ..0 V)01/ 5.2"ci) V) 4 ...... '-' 0t.) C1v)V) C7) ..-,,....-'-' gi QSV) ..--, cov) F) .--...I4 1,7j,---- .E ;:e. .6 . oo.., 8.. 0C.) C1 ...-12 bp 0bill ..) 4.)' V) v) 'a C.)c T.72CSc V)o -..c >..., .. . Si CS> ii -0ti:2 0c .?..03ct.. .4-1 c,.,?..coct-. 16'.9v) :scz.2' t'= ..=.-a Z03 74 = 1-ts = 7c) :5; bi) ia 70' 'CS ,CSr4 Mv) u. u. 4-. gU .4-. 7 : ' .., i2 c .2U 0CI C"..1'. -0 C.7. 7.9.. 0r 0 ..0 *6 v)V 73 v) v-) .-,0Lc.) 0C.7) 0 0 0 0 'M 4.)5 al ti c.,t.. C3 v)v.) 73 c.n =ti E). v) .c) 0e.) .`S 0 003 a, a, Q. ta. "c9 E,, 0'6" ocz o,-3 ocz 73 0a. "C 30 .- 0c .... c 73 0 73 0a. 0 T. ) 0a. ' F. 0 ) 0 m74 2 El' a4 -6:. 4.1 xoo.. 0'C.; -c "E c b acc.'4' Ec(2). ELI 3 >. 4 > A7) At At BIADC&ISBusBE 4.854.664.805.20 6 6.036.476.295.97 4.394.865.20 5.505.616.04 8 4.514.695.07 6.025.895.445.62 4.634.644.91 6.015.805.756.17 4.514.644.904.62 5.695.465.515.96 4.355.553.97 5.366.535.784.90 4.264.774.304.41 5.635.355.195.07 4.515.134.554.29 5.065.376.025.43 4.344.404.595.40 5.505.185.406.26 4.374.784.554.31 5.715.576.125.94 4.264.284.835.47 5.225.526.485.72 u lt,) E&CTEducCons 4.525.185.02 5.856.396.33 4.574.515.175.42 6.245.806.005.41 4.404.564.895.26 5.386.175.78 4.494.704.565.15 5.666.216.24 4.394.974.51 6.025.446.04 4.174.575.264.45 5.646.675.49 4.284.253.95 5.215.225.48 4.304.875.00 5.385.726.12 4.264.875.15 5.345.866.29 4.264.864.43 5.616.145.88 4.294.875.45 5.805.936.55 sigH&SSPG 5.015.06*** 6.336.274** 5.265.11*** 5.926.07*** 4.915.23*** 6.125.95)m* 4.884.90*** 5.906.11*DI 4,795.00*** 5.706.00*** 4.114.49 fcjcjc 5.605.18*** 4.554.32*** 5.285.32 ** 4.604.73*I* 5.455.624014 4.614.7544* 5.675.72*I* 4.524.73*1* 5.995.75*** 4.594.44*4* 5.815.57*1* OthUGFTsig 5.304.784.74*404 6.296.126.22 ns 4.905.204.87 4* 5.825.745.87 ns 4.764.755.02 * 5.705.835.76 * 4.894.714.71 r.s 5.965.946.12 ns 4.854.654.66 ns 5.875.795.68 ns 4.314.545.5940t* 5.776.265.41*** 4.324.764.39 * 5.465.365.27 ns 4.504.555.14*it* 5.865.375.58**it 4.564.665.26*** 5.505.746.07*** 4.494.744.48 ns 5.865.845.95 ns 4.745.634.56*4* 6.425.686.03*4* SndPTMIsig 4.864.585.08*** 5.996.146.16 * 4.934.884.98 ns 5.775.795.65 *.* 4.774.874.80 ns 5.765.635,74 ,alc 4.754.634.83 ns 5.946.015.70*** 4.674.724.68 ns 5.695.755.46*I* 4.004.414.4244* 5.495.375.204** 4.284.404.54 4* 5.285.315.054** 4.314.684.57 4* 5.385.305.44*** 4.664.634.44 ns 5.575.515.3844* 4.564.514.42 ns 5.885.685.83grok 4.524.624.47 * 5.685.375.72*** Mean scores for 7 point scale - Importance:Satisfaction: 1 = Very Dissatisfied, 7 = Very satisfiedNot at all important, 7 = Very important Evaluation Framework 11: Satisfaction and Importance for Aspects of Costs and Expenses -..: . t_.... = :6 i . msVI CO) 03 *c a.)u., -...-'-- o F/3 ,c.', .r, e ca 1.-: -(1.) F/3 tr.... 4., Qo fii to . E w:1 -8 E co ...,.,.-2. LI...... 00) . - v) .4 e 1; z 8 - 0 .c).- ,.c.." BusBEI3IAD 4.784.894.62 4.744.605.42 4.184.213.77 4.854.655.68 4.374.404.17 3.024.934.98 4.283.843.273.97 6.265.685.065.29 3.473.383.903.00 6.165.845.625.29i 3.813.623.573.31 4.935.434.634.65 4.204.113.943.91 4.604.184.174.67 ConsC&ISE&CTEduc 4.794.864.805.02 6.005.285.035.23 4.114.434.143.75 6.105.485.105.38 4.594.344.464.85 3.935.114.103.84 4.144.313.44 5.425.656.15 3.503.883.65 5.845.74 3.263.952.803.18 5.255.225.065.83 4.234.163.743.26 4.474.695.03 sigUGPGMSS 4.874.804.70 ns 5.185.114.79*** 4.094.074.14 4.4c 5.475.195.11*** 4.494.384.31 ns 4.344.104.74*** 4.244.014.10*** 5.495.485.384,-t* 3.443.723.64*** 6.005.855.614** 3.813.47*** 4.954.99*** 4.233.99*** 4.504.06 ** OthFTsig 4.815.33 * 4.355.74 * 4.183.84 ns 5.735.09 ns 4.834.39 ns 4.734.78*** 3.603.73 * 4.895.905.92 * 4.264.013.3231** 6.045.235.34*** 3.964.203.21 ** 4.584.375.30 ns 4.454.443.86 *sic 4.384.983.42 * sigSndPTAll 4.544.974.81 * 5.533.465.03*** 4.514.093.85*4,* 4.315.465.17*** 4.374.424.40 ns 4.273.484.25*** 4.484.003.68*** 5.635.49*** 2.893.53*** 6.105.78*** 2.953.54*4* 4.965.37*4* 4.043.86*4* 4.814.434** Mean scores for 7 point scale - Satisfaction: Importance: I =I Very= Not Dissatisfied, at all important, 7 = Very 7 = satisfiedVery important 2 G6 Evaluation Framework 12: Satisfaction al d Importance for UCE Environment (7)- ..-... Oato) 044 ..-. CS -..-'-'..... 0= s.. _ c.) 00 g.c9" C3 a, P..P 1g ':-1 c.=,I. *r. s,1t.= C3 C3 4)i_c3 40 g5 E0 E.3 05 .7.:.11') . :74 .S-1) -clio'. ;..1 .1". :6. T,`6 `57; a) ,.....15u ,-. ,'56 -c T, BEBIAD 4.79 (4.7 4.635.26 o. 4.344.66 3 4.745.27 3 T. 4.164.54 8 4.804.94 ,4 8 4.053.98 (..) 2 5.185.71 (.) 4.524.24 -I 5.235.79 .--1 4.714.32 E--, 5.135.69 E.-, 4.184.36 c) 5.305.90 u) ConsC&ISEducBus 4.774.324.474.135.15 4.844.724.565.17 4.734.634.755.20 5.464.874.725.07 4.554.894.904.66 4.784.754.895.37 4.144.284.513.53 5.616.185.375.30 4.384.814.542.79 6.025.535.845.67 4.894.505.695.01 5.745.805.665.44 4.085.644.454.66 6.176.035.805.48 PGsigH&SSE&CT 4.144.484.68*** 4.834.454.81*** 4.294.664.72 ** 4.954.675.04*** 4.214.153.79*** 4.864.865.15 * 4.254.253.87*** 5.275.565.26*** 4.474.614.50*** 5.745.455.47*** 4.844.704.55*** 5.705.305.46*** 4.384.264.66*** 5.475.585.65*** sigOthUGFT 4.494.395.50*** 4.765.274.67*** 4.694.635.09*** 4.844.975.26 * 4.464.594.42 * 4.914.934.87 ns 4.414.093.92 * 5.745.425.53 * 4.434.674.49 ns 5.695.785.59 ns 4.454.844.84 ** 5.565.775.49 ns 4.154.494.39 ns 5.975.615.73 * SndAllsigPT 4.234.734.51*** 4.744.744.61 ns 4.604.704.66 ns 4.814.824.89 ns 4.394.184.37 ns 4.834.884.93 ns 4.444.133.90*** 5.425.295.42 ** 4.554.514.64 ns 5.595.47 ** 4.775.024.63 ** 5.465.505.43 ns 4.604.474.45 ns 5.635.465.56 ** Mean scores for 7 point scale . Satkfaction: importance: 1I == VeryNot atDimatisfied, all Important, 7 = 7Very = Very satisfied Important 2G3